AIHEC AIMS Fact Book 2007 - American Indian Higher Education

Transcription

AIMS
American Indian Measures for Success
American Indian
Measures For Success
A
I
H
E
C
AIHEC
AIMS Fact Book 2007
Tribal Colleges and Universities Report
Based on the AIMS Key Indicator System (AKIS-2007)
A Report From
American Indian Higher Education Consortium
Prepared By
Systemic Research, Inc.
March 2009
Carrie Billy, President and CEO
121 Oronoco Street
Alexandria, VA 22314
703-838-0400
www.aihec.org
Systemic Research, Inc.
Jason J. Kim, President
Linda M. Crasco, Executive Director
150 Kerry Place, 2nd Floor
Norwood, MA 02062
781-278-0300
www.systemic.com
March 2009
Second Edition, July 2009
The materials contained within this report are the intellectual
property of the American Indian Higher Education
Consortium and Systemic Research, Inc. Any use or
reproduction thereof must contain the following citation:
“Used with permission of the American Indian Higher
Education Consortium and Systemic Research, Inc.” All other
rights are reserved.
© 2009 Systemic Research, Inc.
ISBN 978-0-9816611-1-7
ii | AIHEC-AIMS Fact Book 2007
The first Tribal College was established in 1968 in response to unmet higher
education needs of American Indians. Barriers to postsecondary education
for American Indian students include geographic isolation of reservations,
inadequate precollege preparation, socioeconomic challenges, and family
responsibilities. Tribal Colleges and Universities (TCUs) are essential in
providing educational opportunities for American Indian students. They offer
higher education that is uniquely Tribal with culturally relevant curricula
and research, extended family support, and community education services.
Most TCUs are located on federal trust territories and therefore receive little
or no funding from state or local governments, unlike other public colleges
and universities. Instead, the colleges’ special relationship with the federal
government and the financial support it provides continue to be essential for
their survival.
TCUs offer degrees and certificates in more than 600 majors. In 2007, all
TCUs offered associate’s degrees; eight Tribal Colleges offered baccalaureate
degrees; and two offered master’s degrees. Additionally, approximately 180
vocational certificate programs are available.
The American Indian Higher Education Consortium (AIHEC) is the collective
spirit and unifying voice of the nation’s Tribal Colleges and Universities.
AIHEC provides leadership and influences public policy on American Indian
higher education issues through advocacy, research, and program initiatives;
promotes and strengthens indigenous languages, cultures, communities, and
tribal nations; and through its unique position, serves member institutions
and emerging TCUs.
Thirty-seven TCUs currently constitute AIHEC. The two newest member
institutions were admitted in 2007. TCUs are located primarily in the central
and western parts of the United States, with one member in Canada.
AIHEC MISSION
AIHEC is the collective spirit and unifying voice of our
nation’s Tribal Colleges and Universities (TCUs). AIHEC
provides leadership and influences public policy on
American Indian higher education issues through
advocacy, research, and program initiatives; promotes
and strengthens Native American languages, cultures,
communities and tribal nations; and through its unique
position, serves member institutions and emerging
TCUs.
AIHEC’S FOUR PRIMARY STRATEGIC GOALS
Sustainability. Sustain Tribal Colleges and Universities
(TCUs) and the Tribal College Movement.
Performance Accountability. Provide technical
assistance, standards, and processes necessary for TCUs
to be accountable premier higher education centers
within their communities.
Student Engagement. Help improve the capacity of
TCUs to provide high quality, culturally relevant, and
integrated higher education.
Strengthening Communities. Assist TCUs in
improving their capacity to serve their students,
individuals, families, and extended families.
American Indian Higher Education Consortium | iii
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Tribal College Movement
American Indian Measures for Success (AIMS) in Higher Education
The overarching goals of the AIHEC American Indian Measures for Success
(AIHEC-AIMS) initiative are to build capacity in data collection and accountability
at Tribal Colleges and Universities (TCUs), strengthen TCUs’ ability to measure
success, lay the foundation for systemic program change, and ultimately increase
American Indian participation and success in higher education. The AIHECAIMS initiative is directly related to the first two of AIHEC’s four primary goals
– Sustainability and Performance Accountability. AIHEC-AIMS also focuses on
the third goal, Student Engagement, as it measures American Indian students’
participation and achievements at TCUs.1
The AIHEC-AIMS initiative defines measures for TCU success that are relevant to
the colleges and their communities. Since 2004, AIHEC and Systemic Research
have designed, developed, and implemented the AIMS data collection instrument.
The instrument – AIHEC-AIMS Key Indicator System (AKIS) – was developed
based on input from AIHEC, TCUs, accrediting organizations, American Indian
College Fund, Bureau of Indian Affairs, and others. AKIS is designed to meet
the needs of the TCUs. It incorporates unique measures of success that are not
included in traditional higher education reporting requirements. AKIS was
revised many times in response to feedback received from advisory panels and
focus groups.
AIMS
American Indian
Measures For Success
A
I
H
E
C
AIHEC-AIMS MISSION
Through capacity building in data collection and analysis
at TCUs, this system will be the foundation for systemic
reform that significantly increases – and, for the first
time, accurately measures – American Indian success in
higher education.
AKIS continues to evolve as the TCUs annually implement the data collection
effort and report their experiences at national, regional, and on-site data and
evaluation capacity building workshops. The AKIS instrument, with both
quantitative and qualitative sections, is tailored for each TCU to reflect its degree
and program offerings. AIHEC and Systemic Research published AIHEC AIMS Fact
Book 20052 in 2006 and Sustaining Tribal Colleges and Universities and The Tribal
College Movement: Highlights and Profiles3 in 2008.
merican Indian Higher Education Consortium. (2007). Defining Our Future: 2006 Annual Report. Alexandria, VA: Author.
A
Systemic Research, Inc. (2006). AIHEC AIMS Fact Book 2005: Tribal Colleges and Universities Report. A report from American Indian Higher Education Consortium.
Norwood, MA: Author.
3
American Indian Higher Education Consortium and Systemic Research, Inc. (2008). Sustaining Tribal Colleges and Universities and The Tribal College Movement:
Highlights and Profiles. Norwood, MA: Author.
1
2
iv | AIHEC-AIMS Fact Book 2007
American Indian Measures for Success (AIMS)
American Indian Higher Education Consortium | AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American Indian Higher Education Consortium (AIHEC)
Tribal Colleges and Universities
vi | AIHEC-AIMS Fact Book 2007
Based on the AIMS Key Indicator System (AKIS 2007)
Table of Contents
Introduction
A. AIHEC AIMS Fact Book 2007 Highlights..........................................................................................................................................................................................................................1
B. Tribal Colleges and Universities Outstanding Achievements Highlights........................................................................................................................................................................6
Section I. Educational Participation, Attainment, and Retention: AY 2003-04 to AY 2006-07
Indicator I.1 Fall Enrollment Trends by Race and Gender, and Full or Part Time...........................................................................................................................................................16
Indicator I.2 Fall Enrollment Trends by Institution and State..........................................................................................................................................................................................17
Indicator I.3 Major Groups, Disciplines, and Degree Offerings........................................................................................................................................................................................18
Indicator I.4 Fall Enrollment Trends by Discipline............................................................................................................................................................................................................19
Indicator I.5 Graduation Trends by Degree Type...............................................................................................................................................................................................................20
Indicator I.6 Degrees, Certificates, and Apprenticeships/Diplomas Conferred Trends by Race and Gender.................................................................................................................21
Indicator I.7 Graduation Trends by Discipline...................................................................................................................................................................................................................23
Indicator I.8 Students with Disabilities Fall Enrollment and Graduation Trends...........................................................................................................................................................24
Indicator I.9 Enrollment and Graduation Trends by Institution .....................................................................................................................................................................................25
Indicator I.10 TCU Enrollment and Graduation Summary Statistics ................................................................................................................................................................................26
Indicator I.11 Community Education Programs and Activities: AY 2006-07 ....................................................................................................................................................................27
Section II. First-Time Entering Student Preparedness/Socioeconomic Characteristics and First Year Experience Programs
Indicator II.1
Indicator II.2
Indicator II.3
Indicator II.4
Indicator II.5
Indicator II.6
First-Time Entering Students’ Enrollment Demographics Trends..............................................................................................................................................................36
First-Time Entering Students’ Skill Assessment/Placement Test Results Trends.....................................................................................................................................37
First-Time Entering Students’ Pre-College Preparation, Martial Status, and First Generation Trends...................................................................................................38
First-Time Entering Students’ Age Ranges, Native Languages, and Primary Residence Trends . ............................................................................................................39
First-Time Entering Students’ Success Stories ............................................................................................................................................................................................40
First Year Experience Programs....................................................................................................................................................................................................................47
Section III. Undergraduate Student Costs, Tuition, and Financial Aid: AY 2003-04 to AY 2006-07
Indicator III.1 Average Full-Time Undergraduate Student Costs and Tuition per Credit Hour Trends............................................................................................................................54
Indicator III.2 Financial Aid Resources and Number of Recipients Trends........................................................................................................................................................................55
Section IV. Campus Buildings, Library Facilities, Native Museums/Cultural Centers, and Cultural Collections
Indicator IV.1 Campus Buildings ..........................................................................................................................................................................................................................................56
Indicator IV.2 Library Facilities ............................................................................................................................................................................................................................................62
Indicator IV.3 Native Museums/Cultural Centers, and Cultural Collections......................................................................................................................................................................65
American Indian Higher Education Consortium | vii
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
AIMS Fact Book 2007: Tribal Colleges and Universities Report
Section V. Student Enrollment and Graduation Trends by Major Group: AY 2003-04 to AY 2006-07
Indicator V.1
Indicator V.2
Indicator V.3
Indicator V.4
Indicator V.5
Indicator V.6
Indicator V.7
Indicator V.8
Indicator V.9
Indicator V.10
Indicator V.11
Indicator V.12
Indicator V.13
Indicator V.14
Indicator V.15
Indicator V.16
Indicator V.17
Indicator V.18
Indicator V.19
Indicator V.20
Indicator V.21
Indicator V.22
Indicator V.23
Indicator V.24
Indicator V.25
Indicator V.26
Indicator V.27
Indicator V.28
Indicator V.29
Indicator V.30
Indicator V.31
Indicator V.32
Accounting Fall Enrollment and Graduation Trends..................................................................................................................................................................................................69
Agriculture and Farming Fall Enrollment and Graduation Trends . ........................................................................................................................................................................70
American Indian Languages Fall Enrollment and Graduation Trends.....................................................................................................................................................................71
American Indian Studies Fall Enrollment and Graduation Trends...........................................................................................................................................................................72
Art Fall Enrollment and Graduation Trends...............................................................................................................................................................................................................73
Automotive Technology Fall Enrollment and Graduation Trends............................................................................................................................................................................74
Biology Fall Enrollment and Graduation Trends........................................................................................................................................................................................................75
Building Trades Fall Enrollment and Graduation Trends..........................................................................................................................................................................................76
Business Fall Enrollment and Graduation Trends......................................................................................................................................................................................................77
Computer Science Fall Enrollment and Graduation Trends......................................................................................................................................................................................78
Computer Technology Fall Enrollment and Graduation Trends...............................................................................................................................................................................79
Corrections/Law Enforcement Fall Enrollment and Graduation Trends.................................................................................................................................................................80
Education-Paraprofessional Fall Enrollment and Graduation Trends .....................................................................................................................................................................81
Education-Professional Fall Enrollment and Graduation Trends ............................................................................................................................................................................82
Engineering Fall Enrollment and Graduation Trends ...............................................................................................................................................................................................83
English Fall Enrollment and Graduation Trends .......................................................................................................................................................................................................84
Environmental Science Fall Enrollment and Graduation Trends ............................................................................................................................................................................85
Geography Fall Enrollment and Graduation Trends .................................................................................................................................................................................................86
Health Careers Fall Enrollment and Graduation Trends ..........................................................................................................................................................................................87
Hospitality Industry Fall Enrollment and Graduation Trends .................................................................................................................................................................................88
Human Services Fall Enrollment and Graduation Trends ........................................................................................................................................................................................89
Liberal Arts/General Studies Fall Enrollment and Graduation Trends ...................................................................................................................................................................90
Mathematics Fall Enrollment and Graduation Trends .............................................................................................................................................................................................91
Natural and Life Science Fall Enrollment and Graduation Trends ..........................................................................................................................................................................92
Nursing Fall Enrollment and Graduation Trends ......................................................................................................................................................................................................93
Office Administration/Technology Fall Enrollment and Graduation Trends .........................................................................................................................................................94
Paralegal Fall Enrollment and Graduation Trends .....................................................................................................................................................................................................95
Science Fall Enrollment and Graduation Trends .......................................................................................................................................................................................................96
Social Science Fall Enrollment and Graduation Trends ............................................................................................................................................................................................97
Vocational/Career Programs Fall Enrollment and Graduation Trends ...................................................................................................................................................................98
Masters Degree Programs Fall Enrollment and Graduation Trends .......................................................................................................................................................................99
Undeclared Fall Enrollment Trends......................................................................................................................................................... ................................................................100
Section VI. Course Enrollment and Successful Completion Trends: AY 2003-04 to AY 2006-07
Indicator VI.1 Academic Core Curriculum Course Enrollment and Successful Completion Trends........................................................................................................................................... 101
Indicator VI.2 Vocational Core Curriculum Course Enrollment and Successful Completion Trends......................................................................................................................................... 102
Indicator VI.3 Remedial/Developmental Course Enrollment and Successful Completion Trends............................................................................................................................................. 103
viii | AIHEC-AIMS Fact Book 2007
Indicator VII.1 Online and Distance Education...............................................................................................................................................................................................................104
Indicator VII.2 Online and Distance Course Enrollment and Successful Completion Trends.......................................................................................................................................109
Section VIII. New Majors, Departments, Degree Offerings, Instructional Support, and Evaluation of Student Learning
Indicator VIII.1 New Majors, Departments, and Degree Offerings: AY 2006-07............................................................................................................................................................110
Indicator VIII.2 Instructional Support and Evaluation of Student Learning .................................................................................................................................................................113
Section IX. IT Infrastructure
Indicator IX.1 IT Infrastructure .......................................................................................................................................................................................................................................124
Section X. Student Activities, Support, and Services Utilized
Indicator X.1 Student Academic Development, Academic Awards, Research & Active Learning, Extracurricular, and Career Development Activities Trends...............................128
Indicator X.2 Student Financial Support, Service Utilized, Community Service, and Culturally Relevant Activities .................................................................................................129
Indicator X.3 Student Academic Development, Research, Extracurriculat, and Community Activities Highlights ....................................................................................................130
Section XI. American Indian Student Success Stories and Alumni Achievements
Indicator XI.1 Outstanding American Indian Student Success Stories...........................................................................................................................................................................135
Indicator XI.2 Outstanding Alumni Achievements...........................................................................................................................................................................................................142
Section XII. Faculty, Administrator, and Staff Demographics and Professional Profile Trends: AY 2003-04 to AY 2006-07
Indicator XII.1 Faculty, Administrator, and Staff Demographics Trends .......................................................................................................................................................................146
Indicator XII.2 Highest Degree Held by Faculty, Teaching Staff, and Administrator Trends.........................................................................................................................................147
Indicator XII.3 Faculty Average Salary and Teaching Load Trends ................................................................................................................................................................................148
Section XIII. Faculty, Administrator, and Staff Professional Development & Research Activities Trends, and Outstanding
Achievements
Indicator XIII.1 Faculty, Administrator, and Staff Professional Development and Service Trends: AY 2003-04 to AY 2006-07 ..........................................................................149
Indicator XIII.2 Faculty, Administrator, and Staff Research, Creative Activities, and Outcomes Trends: AY 2003-04 to AY 2006-07.......................................................................150
Indicator XIII.3 Faculty, Administrator, and Staff Outstanding Achievements: AY 2006-07........................................................................................................................................152
Section XIV. New Grants or External Funding, and Partnerships/Collaborations
Indicator XIV.1 New Grants or External Funding, and Partnerships/Collaborations.....................................................................................................................................................159
American Indian Higher Education Consortium | ix
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section VII. Online and Distance Education, Course Enrollment and Successful Completion Trends: AY 2003-04 to AY 2006-07
| AIHEC-AIMS Fact Book 2007
A. AIHEC AIMS Fact Book 2007 Highlights
Thirty-six TCUs in the United States are members of the American Indian
Higher Education Consortium (AIHEC). The two newest member institutions
were admitted in 2007. TCUs are located primarily in the central and western
parts of the United States. In 2007, 35 TCUs participated in the American
Indian Measures for Success (AIHEC-AIMS) project. AIHEC AIMS Fact Book
2007 presents the summary of data collected through the AIHEC-AIMS Key
Indicator System (AKIS-2007).
Enrollment
In fall 2006, there were 15,795 certificate and degree-seeking students
enrolled in the 35 reporting TCUs. The majority are American Indian female
(55.4%), followed by American Indian male (30.8%), as shown in Figure 1.
The 36 TCUs offer 635 different undergraduate majors/programs including:
four master’s degree programs, 55 bachelor’s degree programs, 387 associate’s
degree programs, 178 certificate programs, five diploma programs, and six
apprenticeship programs. In addition, students may enroll without declaring
a major while they decide which program they are most interested in pursuing.
The 635 majors/programs are aggregated into 30 undergraduate major groups
(excluding undeclared) and one master’s program group. The undergraduate
major groups are further aggregated into ten disciplines in this report as
shown in Figure 1 (see details in Indicator I.3). In fall 2006, the most popular
discipline was Liberal Arts (23.5%), followed by Business (12.0%), Vocational/
Career programs (10.1%), and Social Science (9.6%). The student enrollment
summary reports are presented in Section I, and the detailed enrollment
trends by the 30 undergraduate major groups and one master’s program are
presented in Section V.
Figure 1
Fall 2006 Enrollment
Enrollment by Discipline: Fall 2006
American Indian Studies
Business
Total 15,795 Students
Computer Science and Technology
Non-Indian Male
Education
4.6%
Non-Indian Female
Liberal Arts
9.1%
Mathematics
Nursing and Health
Science
Social Science
Am. Indian Male Am. Indian Female
Vocational/Career Programs
55.4%
30.8%
Undeclared
Master’s Degree Programs
TCU total
718
1908
716
1584
3712
60
1014
1028
1512
1601
1833
109
15,795
Enrollment by TCU: Fall 2006
Bay Mills Community College
Blackfeet Community College
Cankdeska Cikana Community College
Chief Dull Knife College
College of Menominee Nation
College of the Muscogee Nation
Comanche Nation College
Diné College
Fond du Lac Tribal and Community College
Fort Belknap College
Fort Berthold Community College
Fort Peck Community College
Haskell Indian Nations University
Ilisagvik College
Institute of American Indian Arts
Keweenaw Bay Ojibwa Community College
Lac Courte Oreilles Ojibwa Community College
Leech Lake Tribal College
Little Big Horn College
Little Priest Tribal College
Navajo Technical College
Nebraska Indian Community College
Northwest Indian College
Oglala Lakota College
Saginaw Chippewa Tribal College
Salish Kootenai College
Sinte Gleska University
Sisseton Wahpeton College
Sitting Bull College
Southwestern Indian Polytechnic Institute
Stone Child College
Tohono O’odham Community College
Turtle Mountain Community College
United Tribes Technical College
White Earth Tribal and Community College
Wind River Tribal College
TCU total
559
450
232
359
551
•
271
1728
440
161
203
438
889
253
193
60
552
198
317
95
390
113
623
1486
97
1080
917
279
286
629
262
195
849
525
116
39
15,795
Imputed Data: Southwestern Indian Polytechnic Institute
Missing Data: College of the Muscogee Nation
Fact2005
Book 2007
AIMS Fact Book
Introduction
Graduation
TCUs offer numerous academic and vocational programs leading to a degree,
certificate, or diploma to meet the needs of American Indian students and
their communities. In 2007, 36 TCUs offered associate’s degree programs;
30 TCUs offered certificate programs; eight TCUs offered bachelor’s degrees;
five TCUs had diploma programs; two TCUs offered apprenticeships; and
two TCUs offered master’s degree programs. The percentage of degrees and
certificates earned by American Indians and females are proportional to those
of enrollment: 53.1% American Indian female and 25.6% American Indian
male. During academic year (AY) 2006-07, there were 2,262 graduates from
the 35 reporting TCUs. The majority of graduates earned an associate’s degree
(1,544, 68.3%); followed by certificates (536, 23.7%); bachelor’s degrees (149,
6.6%), apprenticeships and diplomas (21, 0.9%), and master’s degree (12,
0.5%) as shown in Figure 2.
The major groups with the largest number of degrees, certificates, and
diplomas conferred in AY 2006-07 were: Liberal Arts (432, 19.1%), Social
Science (371, 16.4%), Vocational/Career Programs (329, 14.5%), Business
(315, 13.9%), Education (265, 11.7%), and Nursing and Health (196, 8.7%).
For more information on degrees and certificates conferred please refer to
Section V.
Figure 2
AY 2006-07 Graduation
Total 2,262 Students
Non-Indian Male
7.8%
Non-Indian Female
13.6%
Am. Indian Male
25.6%
Appren & Diploma
0.9%
Master's
0.5% Bachelor's
6.6%
First-Time Entering Students
Students in TCUs need support to succeed academically and financially.
Many TCUs implemented First Year Experience programs to assist students
in overcoming road blocks encountered during the first academic year (see
Section II.6). The majority of entering students are not fully prepared for
college-level work. Only 75.0% of entering first-time students in AY 2006-07
held a high school diploma, 18.8% had earned a GED, 1.1% were dual enrolled
in high school and a TCU, and 5.1% had no high school credentials (see
Indicator II.3).
Seventeen TCUs provided the results of first-time entering students’ skill
assessment/placement tests from AY 2003-04 to AY 2006-07. Students were
most under prepared in mathematics with an average of 73.5% of the testtakers being placed in remedial/developmental mathematics courses over the
four year period. Reading and Writing/Composition test results show 47.9%
and 57.2% of students were placed in remedial and developmental courses
respectively. (see Indicator II.2)
Indicator VI.3 presents the successful completion (grade “C” or higher) rates of
remedial courses: Reading 55.2%, Writing/Composition 53.8%, Mathematics
51.9%, and Science 53.7% in AY 2006-07.
The majority of first-time entering students in AY 2006-07 (59.8%) were
between 16 to 24 years old. The remaining students (40.2%) are older
than age 25 (19.5% ages 25 to 34, 14.2% age 35 to 49, and 6.6% over 50).
Socioeconomic factors also play an important role in student success in
Certificates
23.7%
Am. Indian Female
53.1%
Associate's
68.3%
Diné Studies Graduates
Photo credit: Diné College
Academic and Vocational Core Curriculum Courses
Enrollment and Successful Completion
Each TCU identified its institution’s specific academic and vocational
programs’ core curriculum courses. Core curriculum courses are those courses
required for all degree or certificate seeking students regardless of their major
or field of study.
Figure 3
Academic Core Course Enrollment and Successful Completion
AY 2006-07
5268


Thirty-two TCUs reported academic core course enrollment and successful
completion (passed with grade “C” or higher) in six courses: English
Composition I and II, Communications, College Algebra, Introduction to
Computers, and Native American Studies. Fourteen TCUs reported vocational
core course enrollment and successful completion data in six course: English
Composition I and II, Communications, General Mathematics, Introduction to
Computers, and Native American Studies. Seventeen TCUs reported that they
did not offer any separate vocational core courses. The academic core course
enrollment and successful completion rates are presented in
Figure 3. The average successful completion rate for academic core courses
is 59.4%, and 56.7% for vocational core courses. Four year trend data are
presented in Indicators VI.2 and VI.3.
4343

3351


2770
3372
64%
2481
57%
3392
3000
1946
1665
65%
60%
1806
54%
1838
55%
g
g
COLLEGE ALGEBRA
NATIVE AM. STUDIES
Number of Students Enrolled
Completed with grade ‘C’ or above
INTRO. TO COMPUTERS
COMMUNICATIONS
ENGLISH COMP. II

ENGLISH COMP. I

Fact2005
Book 2007
AIMS Fact Book
college. In AY 2006-07, 63.9% of first-time entering students were first
generation students. Most were single (84.1%); many students are single with
dependent children (28.4%). The majority of students (51.1%) graduated from
community affiliated high schools (reservation-based public high school, BIA
school, Tribal or contract high school), compared to students who graduated
from public high schools not located on a reservation. About half of firsttime entering students speak their native language at a basic level or higher
according to their self-report. (see Indicators II.3 and 4).
Community Education
Most TCUs extend beyond traditional higher education to fulfill community
needs. Active community education programs reach pre-K, elementary,
middle and high school students, and adults. The pre-K-12 programs provide
academic enrichment and support for local students. Many programs are
based on national models, such as Gear-Up and Upward Bound. Some
cultural programs are designed to emphasize Indigenous language and
cultural heritage. Many TCUs provide local school districts with assistance
with teacher professional development and student after school programs.
TCUs also host summer enrichment programs which bring pre-K-12 students
to the campuses. Adult education is also an important mission of TCUs.
Most TCUs have GED programs, continuing education, and workshops
and seminars on topics such as parental education, personal financial
management, and native language classes. They also offer special non-degree
programs to enhance participants’ careers such as medical billing coding and
fire fighting. Please refer to Indicator I.12 for details.
Online and Distance Education, Courses
Enrollment and Successful Completion
Most TCUs are located in geographically isolated areas far from major
population centers. Many students commute more than a hundred miles
to attend classes on campus. Online and distance courses enable students
to enroll and continue their college studies through advanced network
and distance learning technologies. A number of TCUs have established
infrastructures to offer three types of courses:
• Online–courses offered by home institution via the internet
asynchronously
American Indian Students and Alumni Success Stories
Despite the barriers to higher education, many American Indian students
persevere and achieve their academic and personal goals. After graduation,
many TCU alumni contribute to their schools and communities. For example:
Jason Smith, BA – Business Entrepreneurship, 2007
“I have chosen this path of life to better my life and learn to become a leader
for my people on the Flathead Reservation. These steps in my life are teaching
me to be a leader who will make a difference in some aspect of life. With
education and spirituality, I will be able to accomplish my goals. I truly feel
passionate on making a difference.”
In 2007, Jason Smith graduated from Salish Kootenai College with a bachelor
of arts degree in business entrepreneurship. He was active in SKC DEMS,
AIBL, AIHEC, AmeriCorps, and SKC Student Senate, where he served as vice
president. Jason received the American Indian College Fund’s student of
the year award in 2006. He worked on the Jon Tester campaign in 2006 and
is currently associated with the Lake County Democrats. He works for the
Confederated Salish and Kootenai Tribes as the chairman’s assistant, Get
Out the Vote coordinator, and the 2010 Census liaison. He is a Montana
delegate for the Democratic National Convention. He is also a Class of 2009
Leadership Montana participant.
• D
istance courses provided synchronously by institution–courses offered
by home campus via satellite, interactive television, internet etc. to other
campuses or institutions synchronously, and
• D
istance courses provided to institution–courses offered on home campus
synchronously via satellite, interactive television, internet, etc. by external
providers (other institutions or campuses)
According to the 32 TCUs reporting, in AY 2006-07 16 TCUs (50.0%) offered
a total of 618 online courses, 12 TCUs (37.5%) offered 270 distance courses,
and seven TCUs (21.9%) received 70 distance courses provided by external
sources. Details for enrollment and successful completion data, and number
of faculty involved in distance courses are presented in Indicator VII.2.
SKC alumnus, Jason Smith (right) with CSKT Tribal Chairman, James Steele, Jr.
(left) and Democratic Presidential Nominee, Barack Obama (middle)
Photo Credit: SKC
Please refer to Section XI for individual stories of perseverance and
achievement.
Burton Rider, a Fort Belknap College
student, made history for the Fort Belknap
Reservation. While he was a student, he
did a speech on Tribal identification cards
and why the cards were not accepted as
identification by state agencies. Faculty
encouraged him to pursue the matter
through the help of his aunt, Representative
Margaret Campbell, D-Poplar, Montana, who
Burton Rider
introduced the Burton Rider Bill requiring
Photo Credit: FBC
Tribal identification cards to be accepted as
readily as state identification cards by state agencies. Montana Gov. Brian
Schweitzer signed the bill into law, and it went into effect October 1, 2007.
“The law is needed because of the whole matter of government-to-government
cooperation and respect,” said Rep. Margaret Campbell, D-Poplar, the bill’s
sponsor. “Tribal governments have long recognized ID cards issued by federal
and state governments, but there was a void because they weren’t necessarily
accepting Tribal ID cards by our members. Now there will be balance.” The
Burton Rider Bill lists the government-related services that must accept
Tribal identification cards if they accept state identification cards. Now the
Tribal identification cards can be used for buying hunting or fishing licenses
and registering a vehicle. The bill passed the House by an 86-13 vote and the
Senate by a 49-0 vote. Burton graduated in spring 2007 with an Associate of
Arts in Liberal Arts.
Section XII presents details of faculty, administrator, and staff demographic and
professional profile trends, and faculty average salary and teaching load trends
over a four-year period. Section XIII presents faculty, administrator, and staff
professional development and service trends, research, creative activities, and
outcomes trends, and outstanding achievements.
Faculty, Administrators and Staff
In AY 2006-07 3,548 faculty members, administrators, and staff were employed
in 35 TCUs. Staff members are more than half (50.5%, 1,792), followed by
faculty members (37.0%, 1,313), and administrators (9.8%, 348). Some people
assume multiple roles (2.8%, 100) as faculty and administrator/staff member.
The majority are American Indian female (39.3%, 1,396), followed by American
Indian male (24.6%, 874), non-Indian female (19.1%, 676) and non-Indian male
(17.0%, 602). About three quarters of employees are full-time (74.6%, 2,647),
and the rest are part-time (25.8%, 904). As of AY 2006-07 majority of faculty
members hold master’s degrees (44.3%, 831), followed by bachelor’s degrees
(28.5%, 535), doctoral degrees (9.7%, 182), and associate’s degrees (7.8%, 146).
Some instructors hold no degree, but are experts in their fields (4.9%, 91).
Other AIMS Indicators in this Report
Please refer to other AIMS indicator data presented in this report:
Undergraduate Student Costs, Tuition and Financial Aid (Sections III); Campus
Buildings, Library Facilities, Native museum/Cultural Centers, and Cultural
Collections (Section IV); New Majors, Departments, Degree Offerings,
Instructional Support, and Evaluation of Student Learning (Section VIII), IT
Infrastructure (Section IX); Student Activities and Services Received (Section X);
New Grants or External Funding, and Partnerships/Collaboration (Section XIV).
Fact2005
Book 2007
AIMS Fact Book
Billy Bad Boy is a 2007 graduate of Leech
Lake Tribal College’s construction electricity
program and a 2006 American Indian
College Fund student of the year. As part
of his education, Bill interned at NASA’s
Jet Propulsion Laboratory in Pasadena,
California in summer 2006. What began as
an interesting summer trip turned into a lifechanging experience. NASA was so impressed Billy Bad Boy
Photo Credit: LLTC
with Bill’s work that they offered him a job
as a facility engineer in the JPL’s Microdevices Laboratory, on the condition
that he first finish his college course work. He completed college, and he now
maintains several different and complex systems in the laboratory, including
gas, water, and safety systems. The only condition was that he had to finish
his college coursework first.
American
Indian in
Measures
Success
American Indian Measures
for Success
Higher for
Education
B. Tribal Colleges and Universities Outstanding Achievements Highlights
The expansion of the language immersion program, Nishnaabemwin Pane
Immersion Program, to the Little Traverse Bay Band of Odawa Indians
Reservation makes the program more accessible to students in the northern
lower peninsula of Michigan. The new culture and language learning center
has been completed. This building will replace the 50-year-old lodge which is
outdated and in need of many repairs, making it very expensive to heat in the
winter. Graduation took place in the new facility in May.
BMCC started a plastic composites institute during the winter semester
to support the new Tribal enterprise. A follow-up meeting with Michigan
Technological University, a research and engineering university, helped to
develop a working relationship which will provide BMCC with first-class lab
testing facilities until the new institute is built and equipped. Students from
both colleges will receive access to the new technology and the materials it
produces. A confidentiality agreement has been signed by the both parties to
protect intellectual property and to ensure this long-term relationship.
BMCC has started the reaccreditation process and has had very good
support from all of the faculty and staff. A number of staff attended the
Higher Learning Commission training in Chicago to prepare for the visit,
and they have all been very active since their return. This work has drawn
the staff closer together and every facet of operations has come under close
scrutiny. This process will result in a much more efficient and results-oriented
organization.
Over the past year, BCC has had several remarkable achievements. The
first was in facilities development. BCC received a $1.3 million construction
grant from Title III for campus upgrades. With the grant, the college was
able to make major improvements for community access to the campus and
develop infrastructure for future development. The infrastructure included
installation of a new water system and fire hydrants for the entire campus and
extension of utilities and access roads to new land purchased by BCC last year.
This will allow BCC to continue its growth by its master plan for five to ten
years into the future.
BCC also played a major role in developing and hosting a Tribal College
summit with Senator Jon Tester in April. The summit allowed Montana Tribal
Colleges to express their needs and concerns directly to the senator. Senator
Tester requested the summit in recognition of the role Tribal nations played in
the 2006 elections.
BCC hosted a visit from the Council on Foundations for the Blackfeet Nation
to highlight successful grant and foundation supported programs within
the Blackfeet Nation and to show the possibilities for foundation funding in
rural Montana. This was a significant opportunity for BCC to take a lead in
economic and community development.
BCC celebrated its 30th anniversary of offering college courses on the
Blackfeet Reservation this past year. The college hosted events ranging from
the celebration kickoff during Native American Heritage Week in September to
the anniversary banquet in April during the annual Days of the Blackfeet. The
events gave the college the opportunity to reflect on how it has grown and the
contributions it has made to the communities it serves and to reconnect with
many alumni.
Enrollment numbers and full-time equivalency numbers continue to increase.
In May 2007, CCCC graduated the largest class in its history, with 34 students
receiving associate of arts degrees and one student receiving a certificate. The
transfer rate of students to four-year institutions reached 40 percent.
The EPSCOR project is an educational initiative in partnership with North
Dakota State University and the surrounding area middle and high schools. It
provides monthly Sunday academies for Native American middle school and
high school students. The academies aim to enhance and enrich math, science,
and engineering curricula. The academies include a series of one-day weekend
math/science academic sessions, once per month throughout the academic
year. Topics of each lesson are developed and presented collaboratively by
faculty from NDSU and all other North Dakota Tribal Colleges. Students solve
practical day-to-day problems involving math, physics, chemistry, and biology
with the integration of technology. Each session requires the students to use
higher-level thinking skills, risk taking, brainstorming, divergent thinking,
cooperative learning, student engagement, and appreciation of others.
CCCC became an official site for Microsoft Office specialist testing in Fall
2006. This is a globally recognized standard for validating expertise with
the Microsoft Office suite. Students may test in four subjects: Word, Excel,
Access, and PowerPoint. Twenty-one students attained certification surpassing
national standards.
The Valerie Merrick Memorial Library, through a continued partnership with
the National Library of Medicine/National Institutes of Health, acquired new
books and materials and enhanced the Indian health information section.
The college completed the new early childhood learning center, a 3,000 sq. ft.
straw-bale structure built in cooperation with the American Indian Housing
Initiative, which provides expanded day care services and enhanced early
childhood learning services. The facility was funded by HUD and the USDA
Rural Development initiatives.
Continued assessment activities within the college’s mathematics seminar
program have led to higher student retention, better comprehension of
mathematics principles, and improved rates of measurable progress among
students in the program. The program is a self-paced, computer-assisted
instructional program, taught in sequential one-credit segments designed to
prepare students for college algebra.
Use of Department of Defense equipment grant funding made Polycom
interactive television dial-up networking available for Chief Dull Knife
College and four local high schools. The system enables two-way presentation
of classes between the college and any other three nodes on the network.
During 2006-2007, an introductory chemistry course was presented to one
of the networked high schools and a beginning Cheyenne language class was
presented to another.
The completion of the science lab was a milestone that rounded out the
curriculum offerings on the Green Bay campus. The college expects increased
enrollment in the lab sciences.
CMN instituted the STEM Scholars Program to increase number of students
in STEM-related disciplines through support from the National Science
Foundation. This year-long program is for students interested in STEM majors
but who are under-prepared for the rigors of STEM coursework. Students are
paid a small stipend and are required to enroll in full-time course work. In
their first semester, students enroll in preparatory courses and work closely
with the developmental/preparatory program director in study groups to
improve their academic proficiency and study skills. In their second semester,
students enter college-level coursework. In 2006, CMN began the program
with 17 students, who completed their first year with GPAs of 2.00 or above.
Ninety percent of those students returned to school in fall 2007 to continue
with their degree programs. In fall 2007, the program added a second cohort
of 15 students.
Comanche Nation College continues its build-out of infrastructure and path
to accreditation. To that end, numerous accomplishments were made during
academic year 2006-2007. Three of these are highlighted below.
The construction of a learning resource center will facilitate the diagnostic
evaluation of all incoming students. The learning resource center is equipped
with computers and special software programs to enhance the college’s
developmental course program to assist students who lack basic educational
skills for matriculation into the college. Online tutorial programs can be used
as self-directed studies to improve a student’s literacy and math skills. To
further enhance the development program, tutors will be hired in the near
future.
Comanche Nation College’s allied health and nursing program collaborated
under an MOU with a local technology center through 2006 so that graduates
of the program could sit before Oklahoma’s state board and take nursing
licensing examinations. In 2007, the allied health and nursing department
began an independent self-study for submission to the Oklahoma Board
of Nursing for consideration. In November of this year, CNC received
notification that the self-study met or exceeded qualification requirements.
An interview with the president and nursing faculty is set for late November
with a possible site visit in early 2008. With this certification, Comanche
Nation College will be accredited by the state and operate its nursing program
independently. This further assists the college’s application for association
with the National League of Nursing. Both of these certifications will greatly
enhance CNC’s endeavor in seeking accreditation from the Higher Learning
Commission of the North Central Association of Schools and Colleges.
The Department of Labor Bridges grant exceeded objectives. It included four
other Tribes with CNC as the PI and focused on workforce development.
Under this grant CNC (and participating Tribes) acquired state-of-the-art
EarthWalk laptop computers (designed specifically for education and training).
Comanche Nation College employed the computers for classroom instruction
in the allied health and nursing programs and for off site instruction in
medical coding and security training programs. The original goal for the
five Tribes was set at 800 students for employment training. However, CNC
exceeded that number and trained over 2,300 students. DOL noted these
Fact2005
Book 2007
AIMS Fact Book
This partnership also provides funding for student interns, giving them the
opportunity to explore library science as a career, in addition to contributing
services to library patrons. The library hosted a six-week Book-A-Roo summer
reading program for 80 children ages five to twelve.
American
Indian in
Measures
Success
for Success
Higher for
Education
successful efforts, and CNS was invited to Washington, DC to broadcast its
workforce development program model via Webinar to 300 sites.
Diné College
The Diné Policy Institute (DPI) established a research-based program grounded
in the fundamental laws of the Navajo culture, including natural, traditional,
customary, and common laws. As a developing program to build capacity
of the Diné Studies degree program, the Diné Policy Institute incorporates
Navajo and Western research approaches to understand Navajo tribal policies
relative to social, economical, educational, environmental, and health
conditions of the Navajo people.
As a 1994 Land Grant college, Diné College has established the Diné
Environmental Institute (DEI) to create research opportunities for students
and faculty with relation to the use and interaction of earth, air, light (fire),
and water with life on the Navajo Nation. The DEI staff and students conduct
environmental research with respect to Navajo teachings about the four
sacred elements and include laboratory research and analysis, curriculum
development, educational instruction, data collection, policy formulation,
community outreach and training, and environmental project management.
The college amended its Personnel, Policies, and Procedures Manual. One
of the college’s key resources is its faculty, staff, and administrators. The
development of the college towards offering four-year degree programs
requires faculty with advanced degrees. It had been 14 years since the
college last renewed its primary policy and procedures manual to ensure
accountability, integrity, and transparency. A collegial college-wide effort
allowed input and development of this important document. The Human
Resources Department developed and began implementing a revised
comprehensive compensation plan for exempt and non-exempt employees of
the college. A merit and performance based plan which rewards outstanding
work while developing employees to meet the college mission also prepares the
college for four-year college status.
Diné College’s strategic goals were revisited and refined to meet the long term
vision as well as short-term goals and objectives. The college developed and
engaged faculty, staff, students, and community members to learn about these
goals and to contribute towards a comprehensive planning document, the
Campaign Hozho Strategic Plan, that guides the use of fiscal resources. The
development and implementation of Campaign Hozho allows for bottom-up
and top-down dialogue and encourages responsibility and accountability.
The Minnesota Board of Teaching approved FDLTCC to offer an Associate
of Science in Nursing. FDLTCC will begin to offer an Associate of Fine Arts
degree. Minnesota State Legislature authorized $12,390,000 for a new
library and culture/recreation center. The American Indian Business Leaders
club took over the operation of the campus coffee shop. Based largely on its
business plan, it was selected as the outstanding American Indian Business
Leader chapter in the United States.
Fort Belknap College broke ground
for construction of a new campus
technology center and library.
When completed, this 10,000 sq.
ft. facility will house computer labs,
classrooms, library, conference
room, MIS center, and staff/faculty
offices. The U.S. Departments of
Education and Housing and Urban
Development provided funds for this
project.
Ground Breaking Ceremony for
new Tech Center and Library
Fort Belknap College, with support
from the U.S. Department of
Photo Credit: FBC
Education’s Title III, developed and
implemented a new student records database and digital dashboard system
called LUCY. The system provides faculty and student services staff with
a more effective mechanism for monitoring student progress, identifying
student needs, and delivering timely and effective interventions, including
supplemental instruction, tutoring, and counseling.
Fort Belknap College’s Ah-Ah-Nee-Nin (Gros Ventre) Language Immersion
School completed its second year as a full-day immersion school and expanded
the level of instruction to include fifth grade. The school also received a threeyear grant from the Administration for Native Americans (ANA) to continue
its expansion at the middle school level and help students increase their level
of fluency in speaking the Ah-Ah-Nee-Nin language.
Fort Belknap College became a Microsoft Office certified testing center. As a
testing center, the college provides training and certification to enhance the
skills and knowledge of the local workforce, as well as to prepare local teachers
and college faculty to teach the Microsoft Office suite.
The two major accomplishments last year were a successful reaffirmation of
the college’s accreditation status and publishing the FPCC Catalog 2007-09.
The Northwest Commission on Colleges and Universities accepted the college’s
self study and conducted an on-site visit in October 2006. Everyone at FPCC
made a cooperative effort to prepare for the accreditation evaluation. The new
catalog, published during the summer, reflects the curriculum changes and
policy changes suggested by faculty and staff during the previous year.
As one significant policy change, FPCC instituted a service learning program
in fall 2006. Prior to graduation from FPCC, each student will be required
to complete 60 hours of approved service learning experience to earn an
associate’s degree and 30 hours for a certificate. Service learning will afford
students the opportunity to learn from experience as well as from their
classes, and put their education to use for the good of others.
In terms of facilities, FPCC completed a professional services building
housing institutional development offices, the Bridges program, Agriculture
Department, and other programs and services. Students in the building trades
program participated in the construction.
Ilisagvik College
Ilisagvik hired a coordinator to
work with local residents interested
in working in area schools. Of the
over 200 Type A certified teachers
in the North Slope region, only five
are Iñupiaq. The Teachers for the
Arctic Program (TAP) coordinator
works to recruit students, follows
their progress for retention support,
and serves as a liaison for Ilisagvik
College and other institutions. The Photo Credit: IC
TAP coordinator has established
Future Teachers for the Arctic clubs in each of the North Slope village schools.
Ilisagvik College partners with local agencies, including the Arctic Slope
Regional Corporation ASRC Energy Services (AES), one of the largest
employers in Alaska. Ilisagvik College has joined forces with ASRC AES to
train the local workforce for jobs in the Kuparak oil fields. Partnership goals
include the provision of continuing education for AES employees in the field
of office administration, development of a skilled Native office workforce
for AES, and facilitation of job placement for Ilisagvik students. Current
AES employees can participate in professional development through online
courses that are tailored to their work schedule. Selected Ilisagvik students
in the office administration program will have the opportunity to complete
an on-site summer internship with the organization. Each year, two students
who have satisfactorily completed internships and their A.A.S. degrees will be
extended employment on a trial basis.
Ilisagvik’s associated construction trades program also works with AES to
provide training that leads to jobs for local people. Students undergo three
weeks of intense training for six days per week, ten hours per day. Successful
completion of the training will lead to opportunities for employment. The
students must pass a drug test and score well on an entrance math test.
Ilisagvik staff also try to teach students about giving to their community and
helping others via service projects. Students provided community service by
putting sand around pilings of a house that was moving with the wind because
the material had settled. The students also learn about scaffolding to prepare
for jobs in the oil fields.
The dual credit program with North Slope Borough School District allows
eligible high school students to take college classes and earn college and high
school credit. High school students who meet course requirements may
take any class the college offers and receive college credit. The North Slope
Borough School District accepts college credits and assigns high school credit.
The North Slope Borough School District and Ilisagvik College work together
to ensure village students can access classes by distance delivery methods like
teleconference, video conference, and online. Some courses, such as driver’s
education, are offered in the villages.
The student retention system involves preemptive contact of students
regardless of enrollment hours or subject area. This monthly contact registry
tracks all support activity under the student support referral (SSR) system
implemented for the fall 2007 semester. The SSR system allows any individual
to refer a student for a many reasons. The referral is tracked and updated to all
involved personnel to ensure consistent communication, follow-through, and
accountability. These data are used to improve existing systems and review
policies for improvements.
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
IAIA initiated the Indigenous liberal studies degree program, approved by the
accrediting bodies in 2004. The college acquired funding to begin construction
of the its Center for Lifelong Education (CLE) residence, a $7 million facility
that will house 154 IAIA students as well as accommodate participants
attending the CLE summer programs. The residence facility is scheduled to
open in January 2009. The institute received an award of $5 million from the
W.K. Kellogg Foundation toward the building of the CLE conference center,
scheduled to begin construction in 2008.
IAIA held the Learning Support Center’s second annual Convening for Student
Success at the Santa Ana Pueblo’s Tamaya resort. The institute signed a
memorandum of understanding with ABC-Disney, NBC, and Fox Network to
launch the American Indian National Center for Television and Film. A search
is currently underway for an executive who will be based in Los Angeles. The
center will aim to increase the number of Native Americans in the industry
professions.
The grand opening of the LCOO Community College library was held on
August 17, 2007 with guests from the state of Wisconsin as well as from the
funding sources. Winona La Duke was the keynote speaker. The new facility
boasts of 10,000 sq. ft. complete with a wigwam and tree.
The medical assistant program was reviewed by the Curriculum Review Board
of the American Association of Medical Assistants Endowment which found
the program strong and in compliance with all the standards and guidelines.
The program was awarded continuing accreditation.
The Native American studies program curriculum was revised. This change
was driven by an accreditation report from the Higher Learning Commission
that identified a need to better define and demonstrate program outcomes
and student learning. Along with this, content was changed, e.g., two history
classes combined into one. The first language class emphasizes conversation
over grammar. These are in line with other NAS programs and will make
transfers easier for students.
The addition of child development associate credentialing was a major
accomplishment this year for KBOCC. Mary DeLine, the college’s early
childhood education department chair, was qualified by the Council for
Professional Recognition and listed in the child development associate (CDA)
National Credentialing Program advisors registry. Mary may act as an advisor
for CDA candidates seeking credentials in a center-based preschool setting,
caring for infants and toddlers, or as a home visitor. As an advisor, Mary
will help CDA candidates enroll in formal child care education classes and
trainings, verify candidates’ progress in becoming more skilled care providers
for young children, assist in development of the professional resource file,
conduct informal observations on a regular basis, conduct formal observation,
and evaluate candidates’ performance using the CDA observation instrument.
Mary will work to assure that students progress to meet CDA requirements
and are prepared to take the national CDA test for professional recognition.
KBOCC’s early childhood education program offers three classes that meet
the educational component of the CDA certification. College coursework
includes the competency goals that are part of the program and are tailored for
either the infant/toddler credential or the preschool credential. Coursework
is designed so students can take classes and complete all requirements during
one school year. All coursework can be applied toward a two-year associate’s
degree in early childhood education if the student wishes to pursue the higher
degree.
10 | AIHEC-AIMS Fact Book 2007
The first Elder-in-residence under the NSF grant was hosted by LCOOCC.
This program provides support to faculty as they incorporate cultural Ojibwe
environmental knowledge into the curriculum.
NCA/HLC granted initial accreditation to Leech Lake Tribal College in
October 2006 for five years for six associate’s degree programs; the college
held an accreditation gala in October 2006. The Professional Peace Officer
Education program received provisional certification from the Minnesota
State Police Officers Standards Training Board in January 2007 (for A.A.S. Law
Enforcement program).
Substantial construction was completed on the second wing of the new
campus. The classroom/administrative building (17,208 sq. ft.) was completed
in November 2006.
Significant progress in Development Office fund raising activities resulted in
the first major private donation to college of $100,000 in spring 2007. LLTC
held its first annual golf tournament in June 2006 and the 2nd in June 2007.
The college also completed its first major fund raising mailing campaign.
Little Big Horn College, after many years of contemplating a collegiate
basketball program, joined the National Junior College Athletic Association,
competing in both men’s and women’s basketball in Region IX. The college
decided to recruit local players to provide incentives for local athletes to
continue with their education. Although there were only a handful of wins for
both teams, a number of individual players from both men and women’s teams
ranked high in individual statistics; in several cases individuals ranked in
statistical categories. Elvis
Old Bull, Jr. ranked first in
scoring for the men, and
Misty McCormick ranked
third in scoring for women in
the region.
After several years of grant
writing, raising funds and
planning, construction for
a new library/archives/
administration building
project began in October.
Library/Archives/Administration Building
Graphic Credit: LBHC
Nine students graduated this year from Little Priest Tribal College. Three
students transferred to Wayne State College, Wayne, NE to pursue their fouryear degrees. The rest of LPTC’s students are employed in the area.
The college has been in the process of growth for the 2006-2007 academic year.
The college hired a full-time academic dean, brought on additional faculty
members, operated within a balanced budget, and completed a functional shell
at the Macy Campus.
The shell at the new Macy Campus is by far the most anticipated and needed
accomplishment this year. The shell will be the home of the campus and will
allow the college to move from the current outdated and dilapidated facility.
NWIC received approval from the Northwest Commission on Colleges and
Universities to implement its first four-year degree program in Native
environmental science. This degree emphasizes traditional knowledge and
research in the context of contemporary resource management. Various
resources such as Title III and
United States Department of
Agriculture equity funds support
this development.
With funding from the Northwest
Area Foundation, the college
created a leadership curriculum
focusing on development of
culturally competent leadership
Student Jessie Urbanec--one of the first
bachelor of native environmental science
capacity with community-based
decision making. The curriculum
Photo Credit: NWIC
leads students through individual
and group identity and leadership skills development and ends with the
participants’ roles in Tribal life. Integration of traditional plant knowledge
and nutrition resulted in a regional Tribal community-based initiative to
restore knowledge of plants as food, medicine, and herbal and economic
resources.
Several Tribal communities in the Pacific Northwest developed food and
healing gardens and hosted gatherings to practice use of plants for individual
and family wellness. This effort is primarily supported by United States
Department of Agriculture funds.
Finally, during the 2006-2007 academic year, NWIC completed construction
of the student residence building (housing for 69 students), cafeteria, and
Kwina classroom facility (with three classrooms and five faculty offices) on the
Lummi main campus.
From its inception in 1971, the Oglala Lakota College mission has been to
provide an education and the credentials to its students so that they could
compete for employment opportunities on the Pine Ridge Indian Reservation.
The college was the first Tribal College to develop a bachelor’s degree program
in teacher training for reservation schools, and it will be the first NCATE
accredited Tribal College in the nation. OLC was the first to offer a graduate
program—the Lakota management and educational administration master’s
degree—to prepare tomorrow’s leaders and school administrators from
throughout the nation.
American Indian Higher Education Consortium | 11
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Other significant achievements are the new bachelors of arts degrees in
literature and in social sciences that include a minor degree concentration
in Lakota studies. These liberal arts degrees prepare students for secondary
teacher finishing programs at other colleges or for further graduate study
in law and business schools. OLC seeks academic excellence in all of its
programs.
The college established a new social work department and bachelor’s degree
(B.S.W.) to train professionals in social work practice within Tribal, state,
and federal organizations. OLC is in the process of earning national CSWE
accreditation in social work to ensure students the highest degree of academic
preparedness and excellence.
To support ongoing progress, President Shortbull initiated a second $12
million permanent endowment fund drive with $6 million committed to
full-time endowed faculty and $6 million to support student scholarships.
Efforts toward academic excellence have been rewarded with strong student
enrollment at all levels of the college.
OLC completed two college instructional center expansion programs which
have added 12 new classrooms in the past two years. The nursing program
facilities have been completely replaced with a new classroom building and
dormitory. New student dormitory apartment buildings are also planned for
each of the nine college centers on Pine Ridge.
In April 2007, the Higher Learning Commission site team conducted a site
visit for initial accreditation. The site team determined that SCTC had made
sufficient progress to recommend initial accreditation to HLC Executive Board.
A recommendation for initial accreditation was made and formal action was
taken in October 2007, resulting in accreditation. In fall 2006, the second year
of a Native American Library Services Enhancement grant was implemented.
During this time, an agreement with the Chippewa River District Library was
established to provide students the opportunity to participate in a statewide
borrowing and lending component. This partnership eliminates the need for
the college to purchase and maintain its own circulation system software and
provides SCTC students much needed access to college-level resources and
programs.
In fall 2006, the Native American Studies program hosted the 1st Annual
Native American Month. There were many activities during the month,
including guest speakers and student gatherings. The highlight of the month
was the Anishinaabe crafts class presentation of the drum they had made to
the Saginaw Chippewa behavioral health-substance abuse program. This was a
very emotional presentation for all who attended.
Salish Kootenai College has kept on the leading edge of technology over
the past several years. Enrollment services continued to implement online
registration. In 2007, SKC joined the Jenzabar Tribal College Consortium,
and with that, SKC completely moved to the JICS online component of the
Jenzabar platform. The information technology department, at the request of
the business department, started preliminary investigation of online timecard
entry and online purchasing. In addition to those changes, the college updated
most of the network infrastructure to gigabit Ethernet. Also, SKC completed
its rollout of a wireless hotspot system allowing students and visitors Internet
access.
Salish Kootenai College has constructed or is in the process of constructing
a health education center, information technology building, performing arts
theatre, and two new dorm facilities and hopes to have funding available for
extensive renovation of existing physical plant facilities.
The social work department has begun the process for accreditation for
bachelor’s degree programs in social work and elementary education. SKC
also received affirmation of accreditation for the dental assistant program.
The SKC digital Char-Koosta News will be available on the Internet in March
2008. The project is a collaborative effort of the D’Arcy McNickle Library, the
Confederated Salish and Kootenai Tribes of the Flathead Indian Reservation,
and the Maureen and Mike Mansfield Library of the University of Montana.
The Char-Koosta News is a publication of the Confederated Salish and Kootenai
Tribes. The digitization will include papers published from 1956 to 1961 and
1971 to 1988.
Sinte Gleska University completed construction of an 8,000 square foot
student services center located on the Antelope Lake campus. The building
is named Wayawa Ki Wicagluonihanpi Oti—a home for honoring students.
SGU’s student transportation system celebrated its 25th year. Since 1982,
SGU has been transporting students between their home communities
and classes in Mission, SD. The transportation system is a free service for
students, a cost defrayed by institutional funding.
Stone Child College
Stone Child College construction technology students built a campus print
shop during the summer session. Eleven students participated in this project.
Major landscaping improvements were made on the campus with sod,
sidewalks, gazebo, small park area, additional trees planted, and decorative
fencing.
The Higher Learning Commission reaccredited Sisseton Wahpeton College.
The American Indian College Fund provided SWC with a grant to develop
a bachelor’s degree program in education. A wireless Internet system was
developed to provide low cost wireless Internet services to students in several
of the Tribe’s districts. SWC received approval to begin offering an RN
program beginning January 2007
On April 2, 2007, Sitting Bull College opened a new 5,100 sq. ft. transit center
on the new campus. Sitting Bull College founded the Standing Rock public
transportation program in 1989 and has since funded and managed the
program. The new facility houses the Standing Rock public transportation
(SRPT) program, which includes five offices, a waiting area for customers, two
mechanic bays, and one wash bay for vehicles.
Sitting Bull College hosted a focus visit from the Higher Learning Commission
of the North Central Association of Colleges and Schools in April 2007 and
received approval to offer a Bachelor of Science in Environmental Science.
Sitting Bull College and the Northwest Area Foundation sponsored a workshop
with internationally respected author and career educator Ruby K. Payne,
Ph.D., based on her book A Framework for Understanding Poverty, which has
sold over one million copies. Approximately 800 educators from North Dakota
and South Dakota attended; most came from Standing Rock Reservation
schools.
Senator Tom Daschle, who has served for 26 years in the House and Senate,
spoke on October 6, 2006 to Tribal leaders, community members, students,
and Sitting Bull College employees about rediscovering America’s path to
prosperity. Published Lakota author and television actor, Joseph M. Marshall
III, held an open dialogue on April 24, 2007 with community members,
students, and Sitting Bull College employees on Lakota identity.
SCC received over $6.2 million in grant money this past year to be spread over
the next one to five years. Of this funding, the college was granted a five-year,
$2.49 million NACTEP program that hit Number 1 in the nation, as a result
of much staff collaboration during the proposal writing period. SCC exceeded
over $2 million in combined endowment funds this past year.
During the 2007 commencement ceremony, the faculty, board of trustees,
and president of TOCC conferred 35 degrees and certificates. TOCC was
recognized as the best rural college apprenticeship program in Arizona. In
addition, students from the program received student community service and
apprenticeship student of the year awards.
Three Department of Education Office of Indian Education professional
development awards funded Project NATIVE III. Through this funding, TOCC,
in partnership with the University of Arizona’s College of Education, will
provide professional development for American Indian students to become
regular classroom teachers, principals, and special education teachers.
TOCC was included in the Higher Learning Commission/North Central
Association of Colleges and Schools (HLC/NCA) and Policy Center on the
First Year of College Foundations of Excellence program for the first year
experience.
The licensed practical nursing program was designed and developed during
the year and received North Dakota State Board of Nursing approval for
implementation beginning in the fall 2007 term. Twenty-five students
enrolled in the program for the fall 2007 term.
The 14,000 sq. ft. career and technical education facility will be completed in
mid-December 2007 and ready for occupancy in January 2008. The facility
will house the construction trades curriculum including heating, ventilation,
and air-conditioning.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
SGU also completed another year of free lunch program service for students.
During the past year, the student lunch program provided nearly 5,000
meals using 1,035 lbs. of buffalo meat from the SGU bison ranch. Each meal
is served with a green salad, fruit, bread, and a drink. A head cook and two
helpers prepare the meals which are served at the student lounge located on
the main campus.
American
Indian in
Measures
Success
for Success
Higher for
Education
The secondary science teacher education program for secondary science majors
began implementation in the 2006-07 school year. Fort Berthold Community
College is an active partner in this degree program called Native Ways of
Knowing. In 2008, TMCC expects to graduate approximately 14 students
from the program. When those 14 students graduate in 2008, TMCC will
have graduated more secondary composite science teachers than any other
university in North Dakota.
UTTC began a self-study period for accreditation in fall 2007. UTTC
is currently accredited through the year 2011 by the Higher Learning
Commission of the North Central Association of Colleges and Schools (NCA),
one of the nation’s regional accrediting organizations. UTTC earned that
status in 2001 after a period of self-study and evaluation similar to the
one now being conducted. The self-study committee is chaired by Russell
Swagger, vice president of student and campus services.
During the 2006-07 school year, TMCC had discussions with some of the fouryear institutions in North Dakota, including Minot State University, regarding
criminal justice programming. This led to an articulation agreement that
allows TMCC to offer the first two years of a criminal justice degree program
with the intent that these students will transfer to Minot State University to
complete the four-year requirements.
UTTC completed construction of the new $2.7 million family student
apartment complex five months ahead of schedule in February 2007. The
26,400 sq. ft. facility provides two-bedroom apartments for 24 families and
helps address the need for more housing as student enrollment grows. The
college’s construction technology staff and students finished the building with
assistance from local contractors. The college partnered with Raymond James
Tax Credit Funds, Inc. on a tax credit financing plan, made possible through
the North Dakota Housing Finance Agency. Other support came from the
U.S. Department of Housing and Urban Development, the Otto Bremer
Foundation, and UTTC.
A new amendment to the higher education reauthorization bill provides
specific authority to fund United Tribes Technical College. Although the
bill already gives the BIA legal authority to make the appropriation, the
amendment ensures funding for the college. UTTC has been zeroed out of the
president’s budget each year for several years.
The State of North Dakota passed a bill (HB 1395) to allocate funding to
North Dakota’s Tribal Colleges for costs associated with educating non-Indian
students who attend Tribal Colleges. In May 2007, the signing ceremony
took place for the bill that provides a much-needed funding stream for the
colleges. The new law provides $700,000 for non-Indian students, who
comprise approximately 11% of Tribal College students. The bill marks the
first time state tax dollars have been appropriated for students attending
Tribal Colleges.
White Earth Tribal and Community College has added new faculty members,
including David DeGroat, a distinguished local attorney hired to teach Indian
law. The college has a joint nursing program with Northland Community
and Technical College of Thief River Falls offering LPN and RN courses to 60
students. A joint teacher education program with University of Minnesota
Duluth has ten students working towards teaching licenses, with emphasis in
Ojibwemowin.
White Earth Tribal and Community College, in collaboration with the
University of Minnesota-Duluth (UMD) Department of Education, received
a grant from the Office of Indian Education, U.S. Department of Education
to offer an elementary education program on site at WETCC. This program,
Gekinoo’imaagejig (the ones who teach), offers the last two years of UMD’s
B.A. in Elementary/Middle School Education for students in the community.
As of fall 2007, 11 full-time students are enrolled in the teacher education
program.
Beginning in summer 2006, White Earth Tribal and Community College and
Northland Community and Technical College announced the delivery of a
practical nursing and registered nursing program at WETCC. Students started
with certified nurse training, taking prerequisite courses to prepare them for
their respective nursing program paths. This concerted effort began with
an Underrepresented Students Transition grant from the Minnesota State
Colleges and Universities office. This grant provided training for 38 students
to obtain their certified nursing assistant board certifications from the
Minnesota Department of Health. As of fall 2007, a total of 43 students are
enrolled full time and part time in the practical nursing and registered nursing
programs.
Indicator I.1 Fall Enrollment Trends by Race and Gender, and Full or Part Time
Fall 2006
(Total 15,795 students)
Non-Indian Male
4.6%
Non-Indian Female
9.1%
20000
15000
Enrollment Trends
Am. Indian Male Am. Indian Female
55.4%
30.8%
10000
5000
0
Fall Enrollment
Race & Gender
Full & Part Time
Fall 2003
Fall 2004
Fall 2005
Total
17518
16792
16343
15795
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Am. Indian Full Time
Am. Indian Part Time
Non-Indian Full Time
Non-Indian Part Time
9645
4972
1982
919
8492
6125
1205
1696
9182
4796
1900
914
8576
5402
1172
1642
8819
4740
1885
899
8174
5385
1184
1600
8756
4871
1437
731
8412
5215
967
1201
% Change from
Fall 03 to Fall 06
Fall 2006
-9.8%
55.4%
30.8%
9.1%
4.6%
53.3%
33.0%
6.1%
7.6%
-9.2%
-2.0%
-27.5%
-20.5%
-0.9%
-14.9%
-19.8%
-29.2%
Imputed Data: Comanche Nation College (fall 2003), Southwestern Indian Polytechnic Institute (fall 2006)
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section I. Educational Participation, Attainment, and Retention: AY 2003-04 to AY 2006-07
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator I.2 Fall Enrollment Trends by Institution and State
Fall Enrollment Trends
(35 TCUs, 14 States)
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Ilisagvik College
404
260
211
253
Alaska Total (1 TCU)
404
260
211
253
Diné College
2161
172
2323
168
1822
244
1728
195
Arizona Total (2 TCUs)
2333
2491
2066
1014
982
917
Fall
2003
Fall
2004
1923
187
259
288
983
453
194
309
288
798
472
193
295
288
915
885
232
203
286
849
525
889
North Dakota Total (5 TCUs)
2170
2061
2576
2095
98
190
123
84
83
102
95
113
1014
982
917
889
580
60
48
547
59
92
519
82
99
559
60
97
Michigan Total (3 TCUs)
688
698
700
716
1001
149
61
1013
188
56
941
174
60
440
198
116
Minnesota Total (3 TCUs)
1211
1257
1175
754
Stone Child College
587
441
215
435
431
1100
401
551
356
259
485
313
1125
347
487
554
175
411
253
1087
344
450
359
161
438
317
1080
262
Montana Total (7 TCUs)
3610
3436
3311
3067
Nebraska Total (2 TCUs)
288
207
185
208
156
299
896
179
348
757
184
339
614
193
390
629
New Mexico Total (3 TCUs)
Oklahoma Total ( 2 TCUs)
1351
.
5
5
1284
.
7
7
1137
.
108
108
1212
.
271
271
Sisseton Wahpeton Community College
1369
1147
294
1332
1076
204
1229
872
290
1486
917
279
South Dakota Total (3 TCUs)
2810
2612
2391
2682
641
533
495
623
Washington Total (1 TCUs)
641
533
495
39
39
623
39
39
498
495
510
454
538
494
511
552
964
1032
16,792 16,343
1063
15,795
Wyoming Total ( 1 TCU)
Wisconsin Total (2 TCUs)
993
TCU total 17,518
Fall
2006
Kansas Total (1 TCU)
Fall
2005
The 36 TCUs offer 635 unique undergraduate majors/programs
including four master’s degree programs, 55 bachelor’s degree
programs, 387 associate’s degree programs, 178 certificate programs,
five diploma programs, and six apprenticeship programs. In
addition, students may enroll without declaring a major while they
decide which programs they are most interested in pursuing. The
635 majors/programs are aggregated into 30 undergraduate major
groups (excluding undeclared) and one master’s program group.
The undergraduate major groups are further aggregated into ten
disciplines as shown below.
Discipline
Business
Computer Sci. and Tech.
Education
Liberal Arts
Mathematics
Nursing and Health
Science
Social Science
Vocational/Career Prog.
Major Group
American Indian Languages
Accounting
Business
Computer Science
Computer Technology
Education-Paraprofessional
Education-Professional
Art
English
Geography
Liberal Arts/General Studies
Engineering
Mathematics
Health Careers
Nursing
Agriculture and Farming
Biology
Environmental Science/Natural
Resources
Natural and Life Science
Science
Corrections/Law Enforcement
Human Services
Paralegal
Social Science
Automotive Technology
Building Trades
Hospitality Industry
Office Administration/Technology
Vocational/Career Programs
Degree Offerings by TCU
TCU
Master’s
Bachelor’s
Associate’s
Cert
Diploma
a
Bay Mills Community C.
a
a
Blackfeet Community C.
a
a
Cankdeska Cikana Community C.
a
a
Chief Dull Knife C.
a
a
a
a
a
Comanche Nation C.
a
a
a
a
Fond du Lac Tribal and Comm C.
a
a
a
Diné C.
a
Fort Belknap C.
a
Fort Berthold Community C.
a
a
Fort Peck Community C.
a
a
Haskell Indian Nations U.
a
Ilisagvik C.
Inst of American Indian Arts
a
a
a
a
a
a
Lac Courte Oreilles Ojibwa Comm C.
a
a
Leech Lake Tribal C.
a
a
Little Big Horn C.
a
Little Priest Tribal C.
a
a
Navajo Technical C.
a
a
Nebraska Indian Community C.
a
a
a
a
a
a
Oglala Lakota C.
a
a
Saginaw Chippewa Tribal C.
a
a
a
a
a
a
a
a
a
a
Southwestern Indian Polytech Inst
a
a
Stone Child C.
a
a
Tohono O’odham Community C.
a
a
a
Sisseton Wahpeton C.
a
Turtle Mountain Community C.
a
a
United Tribes Technical C.
a
a
White Earth Tribal and Comm C.
a
a
Wind River Tribal C.
a
Number of TCUs
a
a
a
Salish Kootenai C.
Sinte Gleska U.
a
a
Keweenaw Bay Ojibwa Comm C.
Northwest Indian C.
Appren
a
2
8
36
30
a
a
a
5
2
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator I.3 Major Groups, Disciplines, and Degree Offerings
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator I.4 Fall Enrollment Trends by Discipline
Fall 2006
(Total 15,795 students)
5000
4000
Master's Deg Prog
0.7%
Liberal Arts
Enrollment Trends
3000
2000
Undeclared
11.6%
Voc./ Career Prog
10.1%
Business
Vocational/career programs
Education
Social Science
1000
Fall
2003
Am. Indian Studies
Business
Education
Liberal Arts
Mathematics
Nursing and Health
Science
Social Science
Voc./Career Programs
Master’s Degree Prog.
Undeclared
Not Reported
TCU Total (35 TCUs)
Fall
2004
Fall
2005
457
1531
704
1772
488
1498
635
1416
718
1908
716
1584
4.5%
12.1%
4.5%
10.0%
3582
4092
3852
3712
23.5%
26
870
627
1189
1240
94
4227
1122
35
885
672
1389
1380
122
3753
0
31
1003
751
1350
1533
106
3680
0
60
1014
1028
1512
1601
109
1833
0
0.4%
6.4%
6.5%
9.6%
10.1%
0.7%
11.6%
0
17,518
16,792
16,343
15,795
Business
12.1%
Science
6.5%
Nursing & Health
6.4%
Computer Sci & Tech
4.5%
Education
10.0%
Social Science
9.6%
Fall 2006
492
1567
850
1632
Am. Indian Studies
4.5%
Liberal Arts
23.5%
Mathematics
0.4%
Disciplines with Largest Enrollments in Fall 2006
1. Liberal Arts
3712 (23.5%)
2. Business
1908 (12.1%)
3. Vocational/Career Programs
1601 (10.1%)
4. Education
1584 (10.0%)
5. Social Science
1512 (9.6%)
6. Science
1028 (6.5%)
7. Nursing and Health
1014 (6.4%)
AY 2006-07
(Total 2,262 Degrees, Certificates, and Diploma)
2000
Associate’s
1500
Degrees, Certificates,
Apprenticeships
& Diplomas
Conferred Trends
Appren & Diploma
0.9%
1000
Master's
0.5% Bachelor's
6.6%
Certificates
500
Bachelor’s
Apprentice & Diploma
Master’s
0
AY 03-04 AY 04-05 AY 05-06
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Certificates
Apprenticeships & Diplomas
TCU Total (35 TCUs)
Certificates
23.7%
AY 06-07
18
190
1569
511
16
18
162
1614
530
12
10
201
1695
489
9
12
149
1544
536
21
2304
2336
2404
2262
0.5%
6.6%
68.3%
23.7%
0.9%
Associate's
68.3%
Imputed Data: Comanche Nation College (AY 2003-04), Southwestern Indian Polytechnic Institute (AY 2006-07)
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator I.5 Graduation Trends by Degree Types
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator I.6 Degrees, Certificates, and Apprenticeships/Diplomas Conferred Trends by Race and Gender
AY 2006-07
(Total 2,262 Degrees, Certificates, and Diploma)
Non-Indian Male
7.8%
Non-Indian Female
13.6%
20000
15000
Degrees, Certificates, and
Apprenticeships/Diplomas
Conferred Trends
Am. Indian Male
25.6%
10000
Am. Indian Female
53.1%
5000
0
Totals
Race & Gender
AY 03-04
Total
2304
2336
2404
1263
571
286
184
1264
605
305
162
1294
597
332
181
AY 03-04
AY 04-05
AY 05-06
Total
18
18
10
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
14
4
0
0
15
1
2
0
8
1
0
1
AY 03-04
AY 04-05
AY 05-06
Total
190
162
201
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
100
60
23
7
79
53
22
8
123
60
15
3
Bachelor’s Degree
Race & Gender
AY 05-06
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Master’s Degree
Race & Gender
AY 04-05
AY 06-07
Number
%
2262
1200
579
307
176
53.1%
25.6%
13.6%
7.8%
AY 06-07
Number
%
12
5
6
0
1
41.7%
50.0%
0.0%
8.3%
AY 06-07
Number
%
149
70
56
18
5
47.0%
37.6%
12.1%
3.4%
% Change
AY 03-04 to AY 06-07
-1.8%
-5.0%
+1.4%
+7.3%
-4.3%
% Change
AY 03-04 to AY 06-07
-33.3%
-64.3%
+50.0%
no change
from 0 to 1
% Change
AY 03-04 to AY 06-07
-21.6%
-30.0%
-6.7%
-21.7%
-28.6%
Race & Gender
AY 03-04
Total
1569
1614
1695
909
355
182
123
963
357
201
93
997
357
234
107
AY 03-04
AY 04-05
AY 05-06
Total
511
530
489
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
231
146
81
53
202
187
80
61
164
173
83
69
AY 03-04
AY 04-05
AY 05-06
Total
16
12
9
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
9
6
0
1
5
7
0
0
2
6
0
1
Apprenticeships & Diplomas
Race & Gender
AY 05-06
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Certificates
Race & Gender
AY 04-05
AY 06-07
Number
%
1544
903
318
221
102
% Change
AY 03-04 to AY 06-07
-1.6%
58.5%
20.6%
14.3%
6.6%
AY 06-07
Number
%
536
217
189
64
66
% Change
AY 03-04 to AY 06-07
+4.9%
40.5%
35.3%
11.9%
12.3%
AY 06-07
Number
%
21
5
10
4
2
-0.7%
-10.4%
+21.4%
-17.1%
-6.1%
+29.5%
-21.0%
24.5%
% Change
AY 03-04 to AY 06-07
+31.3%
23.8%
47.6%
19.0%
9.5%
-44.4%
+66.7%
from 0 to 4
100.0%
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator I.7 Graduation Trends by Discipline
AY 2006-07
(Total 2262 Degrees and Certificates)
2500
2000
Master's Deg Am. Indian Studies
0.5%
5.8%
1500
Voc./ Career Prog
14.5%
Graduation Trends
1000
500
Social Science
16.4%
0
AY 03-04 AY 04-05 AY 05-06
Am. Indian Studies
Business
Education
Liberal Arts
Mathematics
Nursing and Health
Science
Social Science
Voc./Career Programs
Master’s Degree Prog.
TCU Total (35 TCUs)
AY 06-07
128
268
158
284
464
3
139
156
342
344
18
90
293
155
278
489
0
178
147
336
352
18
97
285
124
286
469
4
235
201
340
353
10
132
315
88
265
432
1
196
121
371
329
12
2304
2336
2404
2262
5.8%
13.9%
3.9%
11.7%
19.1%
0.0%
8.7%
5.3%
16.4%
14.5%
0.5%
Science
5.3%
Business
13.9%
Computer Sci & Tech
3.9%
Education
11.7%
Liberal Arts
19.1%
Nursing & Health
8.7%
Disciplines with the Largest number of Graduates in AY 06-07
1. Liberal Arts
432 (19.1%)
2. Social Science
371 (16.4%)
3. Vocational/Career Programs
329 (14.5%)
4. Business
315 (13.9%)
5. Education
265 (11.7%)
6. Nursing and Health
196 (8.7%)
7. Science
121 (5.3%)
Fall 2003
Graduate
Undergraduate
Disabled Students
Enrollment
Fall 2004
American
Non-Indian
Indian
Female Male Female Male
Fall 2005
American
Non-Indian
Indian
Total
Total
Fall 2006
American
Non-Indian
Indian
American
Non-Indian
Indian
Total
Total
Full Time Total
29
34
2
3
68
56
47
1
2
106
49
45
4
5
103
42
37
9
19
107
Part Time Total
0
1
0
2
3
3
5
1
2
11
4
4
0
5
13
0
1
0
0
1
Total Undergraduate
Students
29
35
2
5
71
59
52
2
4
117
53
49
4
10
116
42
38
9
19
108
Full Time Total
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Part Time Total
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total Graduate
Students
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total Headcount
29
35
2
5
71
59
52
2
4
117
53
49
4
10
116
42
38
9
19
108
Number of Students
Receiving Services
25
28
2
5
60
40
41
2
4
87
41
37
3
6
87
0
1
0
0
1
Degrees/Certificates
Conferred to Disabled
Students
AY 2003-04
AY 2004-05
American
Non-Indian
Indian
AY 2005-06
American
Non-Indian
Indian
Total
Total
AY 2006-07
American
Non-Indian
Indian
American
Non-Indian
Indian
Total
Total
Diploma
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Certificate
3
5
0
0
8
5
1
0
0
6
5
1
0
0
6
5
1
0
0
6
Associate Degree
3
2
1
0
6
0
2
0
0
2
10
7
1
4
22
8
8
4
7
27
Bachelor’s Degree
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Master’s Degree
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total Number of
Degrees Conferred
6
7
1
0
14
5
3
0
0
8
15
8
1
4
28
13
9
4
7
33
Imputed Data: Navajo Technical Institute - fall 2006 enrollment and AY 2006-07 graduation, Southwestern Indian Polytechnic Institute - fall 2006 enrollment and AY 2006-07 graduation, United Tribes
Technical College - fall 2006 enrollment and AY 2006-07 graduation
Missing Data: Bay Mills Community College, Blackfeet Community College, Chief Dull Knife College, College of the Muscogee Nation, Fort Peck Community College, Haskell Indian Nations University,
Ilisagvik College, Keweenaw Bay Ojibwa Community College, Lac Courte Oreilles Ojibwa Community College, Little Big Horn College, Little Priest Tribal College, Nebraska Indian Community College,
Northwest Indian College, Oglala Lakota College, Salish Kootenai College, Sinte Gleska University, Stone Child College, Tohono O’odham Community College, Turtle Mountain Community College,
White Earth Tribal and Community College, Wind River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator I.8 Students with Disabilities Fall Enrollment and Graduation Trends
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator I.9 Enrollment and Graduation Trends by Institution
AY 2003-04
Fall
Deg./Cert.
AY 2004-05
Fall
Deg./Cert.
AY 2005-06
Fall
Deg./Cert.
AY 2006-07
Fall
Deg./Cert.
580
587
187
441
112
126
17
30
547
551
194
356
87
119
33
25
519
487
193
554
31
90
20
23
559
450
232
359
75
89
30
22
498
58
510
43
538
56
511
55
Diné College
Ilisagvik College
Stone Child College
TCU total
.
.
.
.
.
.
.
.
5
2161
1001
215
259
435
1014
404
156
60
495
149
431
98
299
190
641
1369
48
1100
1147
294
288
896
401
172
983
453
61
0
147
229
27
32
44
192
23
35
0
81
19
31
6
174
12
42
202
6
142
106
24
27
91
15
11
158
80
5
7
2323
1013
259
309
485
982
260
179
59
454
188
313
123
348
84
533
1332
92
1125
1076
204
288
757
347
168
798
472
56
0
247
251
12
29
60
158
20
27
2
55
14
30
5
175
7
77
170
14
158
88
37
34
104
34
4
102
109
6
108
1822
941
175
295
411
917
211
184
82
494
174
253
83
339
102
495
1229
99
1087
872
290
288
614
344
244
915
885
60
39
10
197
285
25
60
49
169
18
36
7
83
9
49
15
165
21
34
180
7
194
114
44
42
80
23
12
140
112
4
0
271
1728
440
161
203
438
889
253
193
60
552
198
317
95
390
113
623
1486
97
1080
917
279
286
629
262
195
849
525
116
39
0
189
304
14
21
37
152
35
10
0
68
19
33
9
155
4
44
211
11
147
119
29
41
82
26
35
91
102
3
0
17,518
2304
16,792
2336
16,343
2404
15,795
2262
Deg./Cert. conferred includes diplomas, certificates, associate’s degrees, bachelor’s degrees, and master’s degrees.
Number of Students Enrolled in 35 TCUs, Fall 2006 (Year Founded)
< 200 (10 TCUs)
Fort Belknap College (1984)
Institute of American Indian Arts (1962)
Keweenaw Bay Ojibwa Community College (1975)
Leech Lake Tribal College (1990)
Little Priest Tribal College (1996)
Nebraska Indian Community College (1972)
Saginaw Chippewa Tribal College (1998)
Tohono O’odham Community College (1998)
White Earth Tribal and Community College (1997)
Wind River Tribal College (2000)
201-500 (13 TCUs)
Blackfeet Community College (1974)
Cankdeska Cikana Community College (1974)
Chief Dull Knife College (1975)
Comanche Nation College (2002)
Fond du Lac Tribal and Community College (1987)
Fort Berthold Community College (1973)
Fort Peck Community College (1978)
Ilisagvik College (1995)
Little Big Horn College (1980)
Navajo Technical College (1979)
Sisseton Wahpeton College (1979)
Sitting Bull College (1973)
Stone Child College (1984)
p Total
number of AIHEC Tribal Colleges and Universities: 37
(36 in the United States and one in Canada)
pO
ldest Tribal College: Diné College (1968)
pY
oungest Tribal College: Comanche Nation College (2002)
pN
ewest member of AIHEC: College of the Muscogee Nation (2007)
p Tribal
Colleges not located on reservation: College of the Muscogee Nation,
Comanche Nation College, Haskell Indian Nations University, Ilisagvik College,
Institute of American Indian Arts, Southwestern Indian Polytechnic Institute
pT
ribal Colleges enrolling only Indian students: Haskell Indian Nations
University, Southwestern Indian Polytechnic Institute
p Number of states where Tribal Colleges and Universities are located: 14
(Alaska, Arizona, Kansas, Minnesota, Montana, Michigan, Nebraska, New
Mexico, North Dakota, Oklahoma, South Dakota, Washington,
Wisconsin, and Wyoming).
p State with most Tribal Colleges: Montana (7)
501-1,000 (9 TCUs)
Bay Mills Community College (1984)
College of Menominee Nation (1993)
Haskell Indian Nations University (1992)
Lac Courte Oreilles Ojibwa Community College (1982)
Northwest Indian College (1989)
Sinte Gleska University (1971)
Southwestern Indian Polytechnic Institute (1971)
Turtle Mountain Community College (1972)
United Tribes Technical College (1969)
> 1,000 (3 TCUs)
Diné College (1968)
Oglala Lakota College (1971)
Salish Kootenai College (1977)
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator I.10 TCU Enrollment and Graduation Summary Statistics
American
Indian in
Measures
Success
for Success
Higher for
Education
Fall 2006 Enrollment Average and Overall Demographics
Enrollment and Graduation Trends Highlights
(35 TCUs)
Changes from AY 2003-04 to AY 2006-07
Number
Percentage
Total Students
15795
Average Number of Students per Institution
451
Enrollment Range 39 to 1728
American Indian Students
Full Time
Part Time
Female
Male
13627
9379
6416
10193
5602
86.3%
59.4%
40.6%
64.5%
35.5%
p
p
p
p
14
TCUs had an increase in fall enrollment
2
0 TCUs had a decrease in fall enrollment
O
ne TCU had no fall enrollment change
R
ange of fall enrollment changes from -561 to +266
p
p
p
p
American Indian female - fall enrollment decreased 9.2%
American
Indian male - fall enrollment decreased 2.0%
N
on-Indian female - fall enrollment decreased 27.5%
Non-Indian male - fall enrollment decreased 20.5%
p
p
p
p
16 TCUs had an increase in number of degrees and certificates conferred
14 TCUs had a decrease in number of degrees and certificates conferred
Four TCUs had no change in number of degrees and certificates conferred
Range of number of degrees and certificates conferred changes from -67 to +75
Imputed data: Comanche Nation College (AY 2003-04), Southwestern Indian Polytechnic Institute (AY 2006-07)
Missing data: College of the Muscogee Nation
One of AIHEC’s four primary strategic goals is Strengthening Communities.
Each TCU strives to provide community educational programs to serve
individuals, families, and extended families. Various programs provide
educational enrichment, cultural and native language preservation, academic
enrichment, GED preparation, and health and wellness. This indicator briefly
describes TCUs’ community programs and activities during AY 2006-07.
year. Faculty and staff from NDSU and all other North Dakota Tribal Colleges
developed and presented topics of each lesson collaboratively. Students solve
higher-level thinking skills, risk taking, brainstorming, divergent thinking,
Bay Mills Community College has facilitated an Elders’ exercise program for
the past few years, involving one faculty member and numerous students from
the health and fitness degree program. In AY 2006-07, 20 community Elders
participated in this community venture. In addition, the BMCC health and
fitness program conducts a morning exercise program, open to all community
members; it currently has 15 regular members. The BMCC director of these
programs also works as a consultant with the local high school for a strength
and conditioning program and is a board member for the healthy lunch
program. Bay Mills Community College has provided a general education
development program for many years to prepare and instruct students in the
skills needed to pass all five sections of the GED program. In AY 06-07, there
were 31 participants in this program, and 12 received their GEDs.
BCC’s GED program has served students and helped them to obtain their
GEDs over the past year. Through a National Science Foundation grant,
BCC has established a Native science field center program. The program is
collaboration between BCC, Hopa Mountain, OneStep Further, Inc., and
Oglala Lakota College to develop three model Tribal community-centered
Native science field centers for year-round environmental science Tribal Watch
programs and to disseminate the programs to six additional Tribes, developing
STEM career ladder learning opportunities for youth ages 8-18. The program
will develop a citizenry capable of using scientific expertise to monitor
and manage western lands and waterways and create new technologies to
evaluate Native science programs using innovative, Indigenous evaluation
methodologies. The program works with approximately 60 students from the
local K-12 education system each year in two six-week programs.
The Talent Search program has sponsored community activities, such
as a Dakota Culture summer camp where Tribal Elders teach children
Native philosophy and spirituality. Participants, youth ages 14-21, receive
instruction in science, nutrition, culture, beading, storytelling, and Dakotah
language. This program provides opportunities to improve self-esteem and
college preparedness.
The adult learning center at CCCC offers no-cost tutorial assistance to any
student experiencing academic difficulty with a course, evaluation and
assessment services, and assistance in identifying learning problems related
to study skills and learning styles. All CCCC students and GED candidates
may use the learning center. It is equipped with study tables, computers,
and reference materials. GED classes are offered throughout the year at
the learning center. Students may enroll any time and design schedules to
meet their needs. The program provides individualized instruction, books,
and materials. GED tests are administered at the college with no cost to the
student.
The VITA-Lite tax preparation program is facilitated through the USDA
extension office working with First Interstate Bank, providing tax preparation
for low-income individuals and banking and savings information to each of
its consumers. Financial planning workshops are also part of this community
project.
The adult basic education/GED program has increased its enrollment
and participation with its new location on the campus. In the past, ABE
participants were somewhat reluctant to attend classes on campus because
of embarrassment; however the new facility allows them the privacy so
important to their success. The Catch the Christmas Spirit project is
held during the holiday season each year with an emphasis on promoting
entrepreneurs in the community. It is facilitated by the USDA extension office
and has grown each year of its existence.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator I.11 Community Education Programs and Activities: AY 2006-07
American
Indian in
Measures
Success
for Success
Higher for
Education
Forty-five attendees from the Menominee County Police Department,
Menominee Tribal Police Department, Menominee Tribal first responders,
teachers, and parents attended a three-hour training on shaken baby
syndrome and the effects in January 2007. Presenters for the training
were Jessica Kelly, chief of staff for Senator Julia Lassa and Susan Abby,
professional development director for the Wisconsin Children’s Trust Fund.
The Youth Empowerment Program creates awareness and interest in middle
school students (grades 6-8), of the career and job opportunities that
exist specifically in the health industry. Students participate in academic
enhancement activities, cultural enrichment, wellness activities, and
community service projects.
The Summer Transportation Institute promotes and identifies the many
career paths related to the transportation industry and the education needed
for those careers. Students in grades 6-8 participate in computer training,
academic enhancement activities, field trips, and projects related to the
transportation industry.
TrANS is an innovative program that encourages women and minorities
to seek employment in the transportation industry. In the 120 to 160
hour TrANS industry awareness class, trainees are exposed to construction
terminology, tool identification and usage, physical conditioning, job site
safety, evaluation by industry professionals, work site experience and skills,
construction math, blueprint reading, map reading, and commercial driver’s
license instruction. This is a free class, and individuals who successfully
complete the TrANS industry awareness class receive a certificate of
completion and interview opportunities with local road construction
contractors. Since 2002, CMN has offered 12 classes; 82 students have
graduated; 13 went on to higher education, with four students still in school
and three of those enrolled full time and the fourth part time at CMN.
Currently 29 TrANS graduates are working, and contact is kept with those
graduates who still seek employment in the construction industry.
program. Three students were trained in typing, copying, ordering supplies,
filing, and answering the telephones. Two students learned data entry and
input over 2,000 records for student services. CNC will hire one of the fulltime students to assist with student services.
Comanche Nation College featured the following community cultural
classes: Comanche leggings, otter cap, Shoshone kids’ educational activities,
American Indian Theatre, Institute of Museum two-day workshop, and men’s
moccasin workshop. These events reintroduce students and the community
to traditional activities and ways and are open to the public. These workshops
had a total of 231 participants; the most popular was the Comanche leggings
workshop with 68 attendees.
In 2006, CNC formed the Comanche Nation College Theatre Troupe that
presented American Indian performances at Tribal and community events.
Students, faculty, and the surrounding community participated in American
Indian readings, short plays, workshops and theater related group discussions.
The performance rehearsals for CNC Adjunct Annette Arkeketa’s published
play Ghost Dance were held at Comanche Nation College during March and
April 2007.
The Oklahoma Humanities Council funded a project that provided a
humanities scholar to lecture on the Works Project Administration murals
experience of the Oklahoma Depression era. CNC students and faculty,
Cameron University students and faculty, and community members attended.
Another panel with three contemporary American Indian muralists lectured
at Cameron University. On October 13, 2007, CNC art students traveled with
the community to visit WPA murals in Anadarko, Chickasha, and Oklahoma
City Capitol Rotunda.
Diné College
The adult education program offers instruction in five communities serving
predominantly Navajo students. The ESL program was offered to 8 senior
citizens in Cudeii, New Mexico. Altogether, the program enrolled 210
students who received 11,260 hours of instruction. Of the 210 students, 24
earned their New Mexico High School Diploma (GED).
Comanche Nation College benefits from a collaborative student summer youth
program with the Comanche Nation. The Tribe employs over 200 summer
youth through the state of Oklahoma Workforce Investment Act (WIA)
program. All regulations, policies, and requirements are followed. Students
assigned to CNC shadow staff and faculty in their rotations through the office
of the dean, student services, the reception office, financial aid, and the PN
During calendar year 2006, the official GED test was administered to 106
students, and 55 (or 52%) passed the entire battery. The GED testing office
works closely with the ABE program and allows for walk-ins. During calendar
year 2007, the official GED test was administered to 120 students with 78
(65%) passing the entire battery.
The summer transportation program, Water Planet, Gikdaa, and Leggos all
involved K-12 students from the community.
Language Immersion School
White Clay language retreat
Photo Credits: FBC
With the low employment rate on the reservation, the Fort Belknap Forestry
Program hosted a Rookie Firefighting School to train potential fire fighters for
the summer season. Fort Belknap College offers college credits for the training
and advises potential students of the opportunities offered in the natural
resources degree program. Some of these firefighters are students of Fort
Belknap College and take the opportunity to earn money while they attend
college.
Tribal nations’ language authorities and commissions officially recognize
the urgent nature of Tribal language, its preservation/revitalization, and its
relationship to culture and social well-being of the Tribe. FBC has formulated
a plan to begin an immersion school focusing on the White Clay language and
relies heavily on Native knowledge bases and Native ways of knowing and
learning while incorporating non-native ways of learning in order to offer the
students the best of both worlds and a way to become positive and successful
individuals. Tribal Colleges are chartered by American Indian nations, and
FBC is among the first to begin a Native language immersion school. The
Fort Belknap College Language Immersion School currently has 14 students
attending full time.
The Small Business Development Center (SBDC) was created to encourage
and assist community members in developing the entrepreneurial skills
that will lead to individual independence and promote community economic
development. The center provides technical assistance, information resources,
and a variety of training programs that address critical economic issues on
the reservation. Although SBDC does not have funding to stay in operation,
Fort Belknap College has deemed it vital to the community and has made
arrangements for the center to stay open while seeking funding resources.
An individual who has not earned a high school diploma or GED may
participate with provisional acceptance into the college as a pre-GED student.
A pre-GED student may register for refresher (developmental) studies (sub100 courses) only, with the tuition and fees waived for these courses only.
The student is responsible for book charges. The purpose of the pre-GED
acceptance is to assist the student with preparation for the GED exam at an
approved GED testing site. The pre-GED student must follow the regular
admission process. Fort Belknap College is not a certified test site and offers
the refresher (developmental) studies courses as an incentive for the student
to attain a GED. A pre-GED student must maintain a semester cumulative
grade point average of 2.00 to continue to participate in the offered courses.
The pre-GED student is limited to two semesters of participation.
The FPCC Agriculture/Extension Department (AED) along with partners
Montana State University Extension Services, the Fort Peck Landowners
Association, the Fort Peck Indian Farmer Rancher Group, and the Fort Peck
Tribal Farm and Ranch have implemented various types of community
outreach education. Community outreach education was held for agricultural
producers interested in increasing profit and sustainability of their
operations. Topics for outreach education included: equine management and
nutrition, reforestation, agricultural policy, animal identification, premise
registration, and beef marketing. Agricultural producers identified these areas
through evaluations, focus groups and surveys administered by FPCC AED. Throughout community outreach educational courses, the department has
been able to reach 1,482 producers, electronically identify approximately 2,500
head of cattle reservation wide, and plant approximately 1,000 trees along the
Missouri River and throughout the Fort Peck Indian Reservation. American Indian Higher Education Consortium | 29
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Institute for Integrated Rural Development offers community education
through Diné College Cooperative Extension Program to increase resource
capacity promoting sustainable agriculture, resource management, and
healthy rural communities on the Navajo Nation. Navajo producers engage in
management strategies presentations and hands-on participatory experience.
The standard format of half-day single topic presentation in various Chapter
Houses across the Navajo reservation are delivered in both English and Navajo.
American
Indian in
Measures
Success
for Success
Higher for
Education
The National Institute of Diabetes and Digestive & Kidney Diseases (NIDDK),
along with eight Tribal Colleges and Universities, are collaborating to
develop a national science-based diabetes prevention curriculum. FPCC’s
project is titled Diabetes Education in the Tribal Schools (DETS). The
curriculum targets Native American students in grades K-12 with a primary
objective of developing an understanding and appreciation for diabetes as
a disease through lesson plans incorporating culturally relevant learning
opportunities for Native American students in the traditional classroom
setting. Through a series of professional development training sessions by
Native American community Elders, local teachers receive the background
knowledge necessary for teaching this unique curriculum. The curriculum has
evolved over the past four years through field-testing in a number of public
schools in close proximity of the Tribal Colleges and Universities, located
primarily on American Indian reservations. Based upon the outcomes of the
implementation testing, the curriculum is continuously revised to best meet
the needs of the Native American student. After this year of testing, the
DETS staff will be a part of preparing the finalized curriculum and developing
marketing strategies to promote this curriculum among the Native American
communities and school systems. FPCC offers center-based family literacy training through funding from the
Department of Education. Seventy-six adults regularly attend GED classes,
parenting classes, budgeting, nutrition, exercise, and job preparation, along
with their children, ages 0-7 years old. Participants attend suicide prevention
training, self-esteem building seminars, first-aid and CPR, résumé writing,
interviewing, teambuilding, and other seminars to support job readiness. College preparation has been the central focus of a Bridges project designed
to work with area high school juniors and seniors to prepare them for success
in college. A major part of this preparation is an intense, six-week, FPCC
campus-based, summer program. This past summer 364 American Indian
students were served, and 155 non-Indian students attended the summer
school and/or were tutored by college student mentors. The primary goal of the Assiniboine & Sioux Tribal Enterprise Community
(EC) is to create and sustain partnerships among the government, public,
and private sectors in collaboration with individual residents, on the
implementation of a multifaceted plan for the growth and revitalization of
the Fort Peck community. In 2007, the EC managed or administered grants
for the Fort Peck Tribes, Fort Peck Community College, Tribal industries,
community organizations, and the K-12 education system. Direct assistance
and support on these benchmarked activities leveraged approximately $5
million in federal and private funding.
Ilisagvik College
Community Education Programs include:
• “I’m Going to College” —a preparatory program for 5th grade students
• “Dual Credit” – a districtwide high school program providing eligible
students opportunities for college and high school credit for entry level
college courses
• “Senior College Days”—an annual sample day of college sponsored the
peer students, encouraging high school seniors to enroll for the college
experience
• “Dream Team” sessions—a one-stop engagement in completing all
enrollment requirements. The complexity and departmental separations of
a typical college are solved in the Dream Team format by making all answers
and solutions available immediately.
Fifth grade students at the “I’m Going to College” Prep Program
Photo Credits: IC
Leatrice Lewis has been working in area Pueblo communities for the past year
on health and wellness projects incorporating nutrition and exercise. She has
worked with youth in a summer project at Nambe Pueblo, with after-school
health and wellness programs at the Santa Fe Indian School (K-12 residential
program), with the Elders in the senior center at Santo Domingo Pueblo
conducting dance and exercise classes and working with the staff on diabetes
prevention, with youth in an after-school exercise program in Santa Clara, and
with senior citizens and staff in the recreation center training staff to conduct
exercise programs using spinning (stationary bicycles) in Santa Clara.
Diabetes Education in the Tribal Schools (DETS) sponsored a summer science
day camp in summer 2006 and worked with local elementary school teachers
in user-testing new curriculum units during the 2006-2007 school year. As
part of the curriculum testing effort, the project provided curriculum and
resource materials on Native American culture, nutrition, health, and science,
including books, posters, and supplies. In July 2006, the project supported
the attendance of three local teachers at a national professional development
workshop in Denver, Colorado and offered credits from the University of
Nevada, Las Vegas.
The annual bike/walk/run event, held each fall, is one of the more successful
community education programs. This year 335 people participated. The event
attracts families who bike, walk, or run a route (up to 3 miles) on the local
paved trail system. It encourages exercise, and LLTC provides blood sugar
testing and diabetes awareness materials at the registration and lunch booth.
Summer Science Day Camp was held in 2006 at KBOCC with nearly 30
students enrolled in the 4th-6th grade session and 40 students enrolled in the
earlier K-3rd grade session. The summer science program includes instruction
in science, health, safety, nutrition, diabetes prevention, Ojibwa culture, and
careers along with outdoor activities, vigorous games, healthy snacks, and field
trips. The instructional program and materials used in summer science are
being evaluated for use in a school science curriculum. The summer science
program is part of KBOCC’s Diabetes Education and Science to Instruct
Native Youth (DESTINY) project, funded by the National Institutes of Health
in cooperation with the Centers for Disease Control and the Indian Health
Service. With seven other Tribal College members of the DETS group, KBOCC
is developing science curriculum materials based on a diabetes model for use
in Kindergarten through 6th grade classrooms. This year, the summer science
program welcomes Jackie Treadeau as the new director, Susan Tollefson as
a lead teacher, and Christine Awonohopay as a teacher aide. Kelsey Mayo
and Megan Shanahan are also returning as teacher aides. Daanis Chosa and
Shane Maki are the youth aides.
The college’s extension program offers community education programs.
During the 2006-07 academic year, several workshops were offered to college
staff and to the larger community as well.
Carpentry students working on Red Lake Home Project
Photo Credit: LLTC
LBHC’s business, human services, and extension services have offered vital
services through participation in community activities and offering academic
training and technical assistance to communities.
The college has been successful in offering community education and outreach
programs. The college offers diverse programs to learners in the community,
including construction, gardening, and opportunities for leadership
development.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
NWIC’s successful community education programs include:
ABE/GED: NWIC has an Adult Basic Education/GED program funded through
a small grant from the Washington State Board for Community and Technical
Colleges. It funds one full-time
instructor plus a small amount
for supplies and training. NWIC
provides a building and a part-time
administrator. The students who
matriculate from the ABE/GED
program make up a substantial
number of the first-year student
population each year. The instructor Photo Credit: NWIC
is a graduate of NWIC who continued
on to earn a master’s in adult education. She and her program are a success
story at NWIC. Expansion of the program to extended sites poses a challenge.
Work First: NWIC offers workforce education in the form of job readiness
programs, career planning and search methods, and job skills training
tailored to local employers in office professions, computer technology, and
construction trades. Last year, 100 percent of the construction students were
hired within a few weeks of completion. Currently, all of the able-bodied
students still work within the trades.
The Coast Salish Institute: Several programs are offered by the Coast Salish
Institute. For example, the NWIC high school retention specialist provided
academic support services to local high schools to prepare Native students for
college. In 2006-07, services were offered to twenty-four high school seniors;
22 graduated in June 2007. Of those 22 graduates, 14 were accepted into
college. Also, the cultural arts instructor taught Coast Salish canoe family
songs in the evening at a community wellness event. Approximately 25
community members attended to learn their traditional songs.
OLC began a three-year community-oriented service learning program in
AY 2006-07. Twenty-five students completed community-based assistance
and research projects then fulfilled an academic classroom reflection and
reporting requirement for their college coursework and credit.
OLC’s Math and Science Department has partnered with South Dakota State
University in GEAR UP, an aggressive outreach program for middle school
students who are considering going to college. Extensive mentorship in
an academic summer camp provides on-reservation community students
experience with a college preparatory curriculum.
As part of the USDA Equity grant the college was able to sponsor a science
program for the Saginaw Chippewa Tribe Niibing Program. This summer
program for 2nd and 6th graders provided educational activities during
the summer months. The college grant was able to provide funding for Dr.
Slime to come and entertain the children with science experiments. A Green
Earth Environmental Forum was also held, which provided the community
with information on environmental issues impacting Native people. This
activity was sponsored in collaboration with the tribe’s 7th Generation
Program/Elijah Elk Cultural Center. The college also provided release time
for the Native studies instructor to present at the Michigan Global Awareness
Consortium: Globalization and the Failed Policy of American Indian
Assimilation-Same Animal, Different Stripes. The faculty member presented
to six different Michigan colleges.
Salish Kootenai College sponsors numerous successful community education
programs. The Continuing Education Department provides short-term
training and educational programs for individuals and organizations in the
community. Most programs are offered as training for departments within
Tribal government. Programs include standards for survival, community
emergency response team training, and first aid/CPR.
The Oglala Lakota College general educational development (GED) program
is a very successful community education effort which served 756 American
Indians and 11 non-Indians in AY 2006-07. Thirty-nine individuals
completed the GED program and earned their high school equivalency
certificates last year, and 17 matriculated directly into OLC or other postsecondary institutions.
Upward Bound is a federally funded TRIO program designed to provide lowincome, first-generation high school students with the skills and motivation
necessary for success in postsecondary education. The program serves 80
students on the Flathead Indian Reservation. Services include tutoring,
mentoring, college entrance preparation, enrichment activities, and college
visitations. A six-week residential summer component on the SKC campus
offers students high school credit, college credit, and work-study experiences.
The SKC Math Institute, held each September before the fall quarter, provides
remediation and serves as a refresher course for incoming freshman and
current students; it has been praised by all participants.
Three math and science camps benefit middle and high school students from
the Flathead Reservation and other Montana reservations. The Gains in
Education for Math and Science (GEMS) Camp for 7th-12th graders from
Flathead Reservation schools served over 100 reservation middle school
and high school students by providing them with hands-on lab experiences
in chemistry, biology, physics, neuroscience, and mathematics. The camp
was funded through a subcontract with the Walter Reed Army Institute for
Research. Many of the modules were developed or enhanced by the college’s
Molecular Biology Laboratory personnel. The Summer Institute of Math and
Science (SIMS) is a three-year (2006-07, 2007-08, and 2008-09) reservationwide consortium partnering Salish Kootenai College Indigenous Math and
Science Institute (IMSI) K-12 programs, Confederated Salish Kootenai Tribes
Department of Human Resources Development, Confederated Salish Kootenai
Tribal Education Department, and seven reservation schools. The program
aims to increase the secondary achievement of American Indian students in
math and science. Fifty students are recruited and employed by the Summer
Youth Employment Program (SYEP) for six weeks during the summer. The
students split their workweek, working three days and attending two days of
math and science classes on the campus of the Salish Kootenai College.
The Adult Learning Center provides adult basic and literacy education services.
The center provides both literacy and basic education tutoring, the test for
adult basic education (TABE), and GED tutoring and testing. In 2006-07, 969
TABE tests were administered, 504 of those were American Indians. The total
number of students enrolled in the SKC ABE program was 230, of which 98
were American Indians. Of 19 students who completed their GEDs, seven
of them were American Indians. Of 31 students who partially completed
their GED, 21 were American Indians. Participation in the GED program has
increased by 50 students each year.
Sixty-one students each received a GED this year, the largest class in SGU
history. The university completed a six-year GEAR-UP program with 60
cohort members graduating from high school and enrolling in college.
For the past five to six years, the agriculture and natural resources
departments with grants from three sources, including USDA, hired four
Sitting Bull College students to mentor eight area high school students for
a summer resource project. The students mainly work on natural resource
projects, such as controlling area leafy spurge problems and assisting with
planting and maintaining the community garden in Fort Yates. This project
helps educate the community and students by teaching traditional uses of
native plants and safe practices for controlling leafy spurge. The adult basic
education program at Sitting Bull College is contracted through the Standing
Rock Sioux Tribe through the Department of the Interior. This program
prepares community members for academic and personal success by obtaining
the necessary skills required to pass the GED test. This program motivates
students not only to earn a GED but also to use the acquired skills in the
workforce and to achieve career and vocational training and job placement
success. The ABE/GED program is open-entry/open-exit, with self-paced
instructional modules and flexible schedules. The GED courses use a variety
of resources, including computers (Internet tutorials), tape recorders, videos,
and assignments.
Stone Child College
Stone Child College recently received a grant to help high school students
transitioning into college. The college is working with freshmen students
and tracking them until they graduate from high school. Thirty students
participate in the project. Rocky Boy High School and Box Elder High School
each have 15 students who will work with the staff at Stone Child College and
will be provided tutors, mentors, books and supplies, and laptop computers
to help them successfully graduate from high school. Upon graduation from
high school, it is hoped that the students will have the necessary preparation
to transition to college and will attend Stone Child College for their first two
years.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
GEAR-UP (Gaining Early Awareness and Readiness for Undergraduate
Programs) provides college preparatory services to a cohort of 200 students
at Ronan Middle School and Two Eagle River School. The partnership project
involves The Boys and Girls Club of the Flathead Reservation, Big Brothers
Big Sisters, Kellogg Leadership for Community Change, Tribal Education,
and other community organizations. Students benefit from curriculum
reform, tutoring, mentorship classes, college entrance testing, financial aid
preparation, parent involvement, and summer enrichment opportunities.
Students also participate in a summer component that includes ACT
preparation, career counseling, and visits to local and regional higher
education institutions.
American
Indian in
Measures
Success
for Success
Higher for
Education
Stone Child College extension services program has a 4-H program that
works with youth in over 18 different areas. These youth are taught life skills,
leadership skills, given alternatives to drugs and alcohol, and given exposure
to college campus life, which someday they may return to for post-secondary
education.
supervised 161 youth throughout the camp which ended in June of 2007.
Physical activities included archery, swimming, basketball, low ropes course,
volleyball, gardening, flag football, kick ball, soccer, strength training, biking,
canoeing, and hiking; educational activities included nutrition education,
health, career-outlook and opportunity, drug and alcohol prevention, tobacco
prevention, and culture.
Tohono Land Connection, the USDA-APHIS/PPQ-funded summer Bridge
program was very successful. This was the first summer Bridge program from
APHIS/PPQ for a Tribal College. Twelve students, ages 13-17, participated.
The program connected the University of Arizona (established in 1862) and
TOCC (established in 1994).
The GED program continues to be very successful. Currently 42 students
participate in this program. The college also participates in the Foundations of
Excellence first year experience program.
While the agriculture natural resources program is in the development stages,
the extension program has two very successful components—junior rodeo
series and wild horse camps.
The adult basic and secondary education/GED program has served the
Turtle Mountain area for over 30 years. Each year the program graduates
approximately 50 students. GED classes are held in the Belcourt and Dunseith
area, making participation easier for community members. Of the 50 who
receive their GED each year, about 90 percent enroll in TMCC in pursuit of
an associate’s degree or to participate in a vocational program. The college’s
Fresh Start program helps new students entering college, offering entry-level
courses. These courses have proven effective in helping students prepare to
meet their college goals.
During the summer months of school year 2006-07, the Anishinaabe
center held many programs aimed at providing educational and economic
opportunities for TMCC students. The Youth Leadership Program and
National Youth Sports Program work synergistically with one another, offering
youth ages 10-16 education and physical activity over a five-week period
for five days per week. The 22 peer mentors hired are high school students
who plan to attend TMCC or are students who already attend TMCC. The
program teaches leadership activities to all mentors and activity directors,
as well as scheduling, organizational skills, civic responsibility, community
activity direction, and oversight skills for youth activities. The peer mentors
TMCC and Turtle Mountain Community Schools also partnered to offer after
school activities. The seven-month program provided many activities to
approximately 60 elementary students, including flag football, arts and crafts,
photography, origami, scooter ball, basketball, volleyball, music, strength
training, hockey, cross-country skiing, and environmental awareness. The
students finished the year with a family picnic and social gathering with prizes
awarded to students demonstrating the best sportsmanship throughout
the year. TMCC participated in the 14th Annual Turtle Mountain Wellness
Conference. There were over 300 participants.
The UTTC office of research hosts a year-long Native research lecture series.
The lecture series features Native American Ph.D.s who are involved in
research, providing guest lectures on the importance, relevance, and meaning
of Native-based and tribally controlled research. The lecture series is also open
to the public and other colleges and universities in the community.
Students in grades 3-6 have the opportunity to enhance their math and
science skills in the context of a youth horse camp held each summer at UTTC.
Activities involve math, ecology, GPS and remote sensing, geology, water
quality, technology, field research, horsemanship, and horse culture. The camp
is funded through a grant from AIHEC, NASA, and NSF.
UTTC coordinates the annual Powwow Youth Day for K-12 students in the
local community during the annual United Tribes International Powwow. The
event brings in hundreds of students from local elementary and secondary
schools to engage in special cultural learning events and presentations during
the powwow.
The Adult Basic Education Program (ABE) provides full-time ABE/GED
services to the community. These open enrollment classes accommodate an
average of 50-100 active students. The ABE program has six outreach sites
in addition to the main site at WETCC serving six surrounding counties
(Mahnomen, Becker, Clearwater, Hubbard, Norman, and Polk), Tribal
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
organizations, and the business sector. Working in concert with the described
entities ensures cooperation and clear communication of this service to
the community. The college is now a GED testing site. In 2006, the college
graduated 36 students with their GEDs or high school diplomas and 47
students in 2007. The GED program has served over 300 individuals through
education and employment readiness education, service referrals, and GED
and high school preparation and testing. Sixteen of these students entered
college after receiving their GEDs.
Sue Bishop was recognized for her dedication and commitment to ABE
by the White Earth Reservation Tribal Council at the Minnesota Indian
Education Association awards banquet on October 12, 2006. She also works
in collaboration with several other entities, such as Minnesota Workforce
Center, Minnesota State Services for the Blind, and LIFE-learning in the family
environment, and she serves on a committee for the Minnesota Department
of Education. Another important service at WETCC is the continuing
education programs administered by the college through the WETCC USDA
Extension Office. WETCC continuing education provides life-long learning
opportunities on campus and on an extension basis within the college’s
service area. The WETCC Extension Office focuses on Native plant knowledge,
nutrition (specifically with traditional and local foods), wildlife tracking, and
other traditional skills. In addition, the WETCC Extension program supports
youth opportunities in math and science through the White Earth Science and
Math Summer School for grades 8-12. Through the 2006-07 school year, the
program provided services for over 1,000 individuals.
WETCC has hosted the WETCC Summer Transportation Institute in
Mahnomen for the last six years. The camp was funded by the Federal
Highway Administration and the United States Department of Transportation
and produced in partnership with the FHWA Minnesota Division offices and
the Minnesota Department of Transportation.
The WETCC Summer Transportation Institute Program allows students
to have fun, learn, and become interested in careers in the transportation
industry. The program introduces students to vocational and academic careers
in transportation. Scheduled within a four-week period are overnight trips
to the Twin Cities and to the Duluth, Minnesota area. Students learn about
traffic management in the urban area, road safety, UPS delivery services,
waterway transportation, and many other modes of transportation. The
college plans to hold a 2008 WETCC Summer Transportation Institute
Program for rising 8th and 9th grade boys and girls.
American
Indian in
Measures
Success
for Success
Higher for
Education
Section II. First-Time Entering Student Preparedness/Socioeconomic Characteristics and First Year Experience Programs
Indicator II.1 First-Time Entering Students’ Enrollment Demographics Trends
AY 2006-07
(Total 5966 First-Time Entering Students)
Non-Indian Male
5.5%
Non-Indian Female
8.6%
6000
5800
First-Time Entering Students
Demographics Trends*
5600
Am. Indian Male
37.9%
5400
Am. Indian Female
48.0%
5200
5000
AY 03-04
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
AY 04-05
AY 05-06
% Change
AY 03-04 to AY 06-07
5721
5814
5657
5966
100.0%
+4.3%
2750
1968
674
329
3318
1400
384
619
2687
2036
705
386
3237
1486
461
630
2652
1966
662
377
3073
1545
479
560
2865
2261
511
329
3623
1503
359
481
48.0%
37.9%
8.6%
5.5%
60.7%
25.2%
6.0%
8.1%
+4.2%
+14.9%
-24.2%
no change
+9.2%
+7.4%
-6.5%
-22.3%
*The first-time entering students include both first-time freshmen and first-time transfer-in students.
Imputed Data: Sinte Gleska University (AY 2006-07), Southwestern Indian Polytechnic Institute (AY 2006-07)
Missing Data: College of the Muscogee Nation, Comanche Nation College, Wind River Tribal College
AY 06-07
Change
AY 03-04 to AY 06-07
AY 03-04
AY 04-05
AY 05-06
AY 06-07
2102
2145
2050
1871
-11.0%
Reading
Number of Test Takers
Placed in Remedial /
Developmental Course
% Placed
1152
1100
949
896
-22.2%
54.8%
51.3%
46.3%
47.9%
-6.9pp
2333
2327
2337
2119
-9.2%
1549
1377
1294
1211
-21.8%
66.4%
59.2%
55.3%
57.2%
-9.2pp
2304
2459
2383
2229
-3.3%
1744
1691
1795
1651
-5.3%
75.7%
68.8%
75.3%
74.1%
-1.6pp
Writing/Composition
% Placed
Mathematics
% Placed
Imputed Data: Chief Dull Knife College (AY 2005-06), Diné College (AY 2006-07), Fond du Lac Tribal and Community College (AY 2005-06), Institute of American Indian Arts
(Reading-Place in Remedial/Developmental Course - AY 2006-07), Keweenaw Bay Ojibwa Community College (AY 2006-07), Saginaw Chippewa Tribal College (AY 2003-04),
Southwestern Indian Polytechnic Institute (AY 2006-07), United Tribes Technical College (AY 2006-07)
Missing Data: Bay Mills Community College, Blackfeet Community College, College of the Muscogee Nation, Comanche Nation College, Fort Berthold Community College, Fort
Peck Community College, Haskell Indian Nations University, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College, Little Big Horn College, Little Priest Tribal College,
Navajo Technical College, Nebraska Indian College, Oglala Lakota College, Salish Kootenai College, Sinte Gleska University, White Earth Tribal and Community College, Wind
River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator II.2 First-Time Entering Students’ Skill Assessment/Placement Test Results Trends
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator II.3 First-Time Entering Students’ Pre-College Preparation, Marital Status, and First Generation Trends
Pre-college Preparation
Number of students who
Graduated High School with Diploma
Earned GED
Enrolled under Ability to Benefit Provision
Dual enrolled High School and College
Have No High School Diploma or GED
Not Reported
Change AY 03-04 to
AY 06-07
AY 03-04
AY 04-05
AY 05-06
AY 06-07
2954
791
0
0
0
1909
3347
746
0
0
0
1541
3437
703
52
0
0
1305
3460
866
167
49
71
1192
AY 03-04
AY 04-05
AY 05-06
AY 06-07
401
474
781
1180
194.3%
630
131
109
87
1596
746
146
130
82
1769
948
189
156
196
1167
953
220
217
145
745
51.3%
67.9%
99.1%
66.7%
-53.3%
AY 03-04
AY 04-05
AY 05-06
AY 06-07
981
461
122
141
3949
1568
615
107
175
3169
1663
731
106
272
2725
1401
716
173
227
3288
AY 03-04
AY 04-05
AY 05-06
AY 06-07
+17.1%
+9.5%
na
na
na
-37.6%
High School
Number of students who graduated from
Public High School Not Located on a
Reservation
Reservation-based Public High School
BIA School
Tribal or Contract High School
Other High School
Not Reported
Change AY 03-04 to
AY 06-07
Marital Status
Number of students who are
Single - No Children
Single with Dependent Children
Married - No Children
Married with Dependent Children
Not Reported
Change AY 03-04 to
AY 06-07
+42.8%
+55.3%
+41.8%
+61.0%
-16.7%
First Generation
Number of students who are
First Generation Students
Not First Generation Students
Not Reported
723
145.8
4785
907
271.9
4455
967
664.8
3865
1159
654
3992
Imputed Data: Southwestern Indian Polytechnic Institute (AY 2006-07)
Missing Data: College of the Muscogee Nation, Comanche Nation College, Sinte Gleska University, Wind River Tribal College
Change AY 03-04 to
AY 06-07
+60.3%
+348.6%
-16.6%
Age Range of Students
Number of students who are age
16-24
25-34
35-49
50-64
65 & Over
Not Reported
AY 03-04
AY 04-05
AY 05-06
AY 06-07
2771
957
611
208
19
1155
2938
954
579
234
21
1088
2913
947
688
261
24
824
2854
932
676
276
38
1190
Change AY 03-04 to
AY 06-07
+3.0%
-2.6%
+10.6%
+32.7%
+100.0%
+3.0%
Native Language Speakers (Self-reporting)
Number of students who speak
native language at level
None
Basic
Intermediate
Advanced
Fluent
Not Reported
AY 03-04
AY 04-05
AY 05-06
AY 06-07
106
105
14
3
248
5245
176
146
27
6
231
5226
274
241
104
4
181
4853
553
402
102
18
17
4874
Change AY 03-04 to
AY 06-07
+421.7%
+282.9%
+628.6%
+500.0%
-93.1%
-7.1%
Imputed Data: Sinte Gleska University (AY 2006-07), Southwestern Indian Polytechnic Institute (AY 2006-07)
Primary Residence
Number of students who live
On/near Reservation (within 60 miles)
In-State
Out-of-State
Not Reported
AY 03-04
AY 04-05
AY 05-06
AY 06-07
1519
2576
719
2359
1758
2280
735
2619
2050
2854
591
2052
1717
2831
552
2422
Change AY 03-04 to
AY 06-07
+13.0%
+9.9%
-23.2%
+2.7%
On/Near Reservation
Imputed Data: Blackfeet Community College (AY 2004-05 and AY 2005-06), Diné College (AY 2003-04)
Missing Data: College of Menominee Nation, College of the Muscogee Nation, Comanche Nation College, Fort Berthold Community College, Little Big Horn College, Saginaw Chippewa Tribal
College, Southwestern Polytechnic Institute, Sisseton Wahpeton College, Sinte Gleska University, Tohono O’odham Community College, Turtle Mountain Community College, Wind River Tribal
College
In and Out-of-State Data
Missing Data: College of the Muscogee Nation, Comanche Nation College, Sinte Gleska University, Wind River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator II.4 First-Time Entering Students’ Age Ranges, Native Languages, and Primary Residence Trends
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator II.5 First-Time Entering Students’ Success Stories
This section presents stories from first-time entering students who overcame
various obstacles in the beginning of their college education, and achieved
their own goals with determination and dedication.
Tara Hetrick, a member of the Sault Ste. Marie Tribe of Chippewa Indians,
started school in fall 2007. She completed her GED in 2000 and started
college while separated from her husband with five young children. She is
working on her associate’s degree in education with plans to continue on for
her bachelor’s degree in elementary education through Ferris State University
in its off-campus program at Bay Mills Community College. Jackie Lee, also
a Sault Tribe member, started school in fall 2006 after being out of school for
nearly 50 years. She majors in general studies and has dreams of continuing
on to become a nurse. She is very excited, although frustrated at times, to
learn both algebra and computers. Her children and grandchildren bought her
a laptop last Christmas and hang her report card on their refrigerator. Her
current GPA is 3.35.
Clinton Black Weasel was raised in a single parent home by his father. He
graduated from high school in 2006. Clint travels across the United States,
and Canada competing in the men’s fancy dance competitions at powwows.
He has competed against some of world’s champion dancers. Clint has seen
many negative things happen to his community as a result of drugs and
alcohol. He has chosen to live a drug- and alcohol-free life, so he can build a
better life for his family and community. Clint decided to enroll in college,
because he knew he would not always be able to compete in the fast-paced
powwow arena. He is not quite sure of his direction, but he gives his studies
110 percent, just as he does everything else in his life.
Patricia Fluery, a single mother of two children who is raising her grandchild,
majors in human services at BCC. Patricia is part of the Montana Campus
Compact team at BCC working with the Elder’s program, and she volunteers
with the local domestic abuse program. She was a leader in the development
of an anti-methamphetamine conference held at BCC in April 2007. The
conference was a great success due to her knowledge and leadership skills.
Challsey Faye Lawrence, a 19-year-old full-time student and enrolled member
of the Spirit Lake Tribe, is the president of CCCC’s Student Government.
Challsey will complete an Associate of Arts in Liberal Arts and an Associate
of Science in Pre-Nursing next year. She plans to transfer to the University
of North Dakota after earning those
degrees from CCCC to pursue a medical
degree. After graduation from UND, she
will return to the reservation to help her
community. Challsey stated: “I enjoy my
college greatly. It may not be the biggest
college, but you do get the one-to-one
time with the instructors. It also helps
break down the learning materials for
the student, so they can get a better
understanding.”
Challsey Lawrence
Kayla Green, a 19-year-old enrolled
Photo Credit: CCCC
member of the Spirit Lake Nation, is
working toward an associate’s degree in business administration and will
graduate in spring 2009. She plans to transfer to the University of North
Dakota to earn a bachelor’s in business administration. She chose CCCC due,
in part, to the college’s proximity to her home and lower tuition rates. She
also cited the small class size and the availability of the instructors to spend
one-on-one time with students.
Tianna Webster is not your typical traditional college student, but she is
a typical non-traditional college student juggling family, school, and work.
Tianna aspires to become an early childhood teacher. Tianna started her
college career as a STEM (science, technology, engineering, and mathematics)
scholar in a program newly launched at CMN. She was one of 19 students
who started this new program in September 2006. Tianna finished the
2007 spring semester in good standing under the college guidelines. Tianna
returned for her third semester at CMN and currently maintains her grade
level above B, as she continues to work towards a teaching certification with
an emphasis in math or science. Her first two semesters were rigorous as set
by the STEM Scholars program. During this time, Tianna seldom missed a
class and maintained a high GPA for her first time as a college student. Tianna
has three young children and a supportive spouse and extended family. She
works part time to supplement the family income while managing all of her
responsibilities. Tianna will make an excellent teacher and role model, not
only as a successful STEM Scholar, but as a Native teacher as well.
Diné College
Desirae Perry (Hualapai) began
seeking her goals as a young girl. She
is an active member of the Student
Government Association and the All
Nation American Indian Club. She is
determined to complete her degree
in performing arts. As a girl, Desirae
was active on her reservation and
participated in many community shows
and theatrical plays; she was selected to Desirae Perry
dance with Daughters of the American Photo Credit: CNC
Revolution in Washington, D.C. Desirae started working early and volunteered
as a teacher’s aide for the Haulapai Head Start Elementary School. She taught
the Haulapai bird songs and dances to the young children. Comanche Nation
College was selected to participate in the National Indian Gaming Association
Spirit of Sovereignty Foundation scholarship award. Desirae enthusiastically
applied for the programs and received an award of $1,000. She also
participated in the 2006 Miss Comanche Nation College pageant; she was a
runner-up and received a trophy.
Rodell Williams: “I am an entering freshman here at Diné College. I attended
high school in Chinle and graduated there last year. As a runner through
most of my life and received great honors in junior high and high school
cross-country and track and field. I was offered a scholarship through track
and field and cross country to run here at this school with only one thing in
mind, running. I came here thinking that it would be easy and now realized
how college life is like or still adjusting. There are times that I struggle with
my classes, with the help of my family and instructors; I’m working on my
way to get good grades. I am majoring in liberal arts right now, because I
am still undecided about my career. I thought that going to college was like
high school of where you don’t have to pay for anything. These are some of
the things I found out and I didn’t have any money to pay for my tuition,
books, or other supplies that I needed to attend my class. With the help of
the scholarship that I will be receiving will benefit to towards my needs for
education, financially, personal. I thank you for awarding me this scholarship.
I am very proud to be in college because it’s helping me with the education
I need in the career that I’ll be choosing later, and also getting the training I
need to become a better runner.”
Michael Murrow-Harjo (Comanche),
a descendent of Ten Bears, applied
and was selected for the Oklahoma
University Health Science Center
(OUHSC) INBRE Program Scholarship
Award. Michael will be involved
in experiments while researching
CHA-1A and CHA-1B isoforms to
cholinergic function and assist in
building plasmid constructs used in
Michael Murrow-Harjo
Photo Credit: CNC
strategies and analysis. The program
was designed to provide outstanding
undergraduate students opportunities for intensive, hands-on research in the
laboratories with an elite group of faculty members. Five Comanche Nation
College students competed for this scholarship with one selection, Michael.
Management and faculty recommended Michael to participate in the Tribal
College Journal fall 2007 issue as a representative for the college advertisement
for this unique experience. Michael is pursuing his degree in criminal justice
with a minor in law enforcement and was asked to apply for employment
with INS. Michael will complete his degree in three semesters and is one of
Comanche Nation College’s honor students.
Journi Johnson is an enrolled member of
the Gros Ventre Tribe of the Fort Belknap
Reservation. Journi has four brothers, and
her hobbies are dancing at powwows and
running. She helps her family take care of all
the children and is the designated babysitter.
She graduated from Harlem High School with
a 3.2 GPA in spring 2006 and was on the honor
roll throughout high school. She made the Fort
Belknap College Dean’s List in spring 2007 with
a 3.39 GPA. Since she started college, Journi
Journi Johnson
Photo Credit: FBC
has had to help her mother raise her brother’s
children, ranging from ages three to six. Journi
wishes to become a pediatrician at the Shriners Children Hospital. After she
graduates from Fort Belknap College, she plans to transfer to the University of
North Dakota Medical School. Journi is a dedicated student and a role model
for her nieces and nephews.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Tiffany McCabe is an enrolled member of the
Assiniboine Tribe. She has lived here on the
reservation for her entire life. She enrolled
at Fort Belknap College in fall 2006. When
she graduates from Fort Belknap College she
will be the first in her family to graduate from
college. She was a member of the Upward
Bound program while in high school and
obtained seven college credits through this
program. Tiffany has one son and decided to
become serious about school after her son was Tiffany McCabe
Photo Credit: FBC
born. Tiffany believes that if it were not for
her son, she would not have become serious,
and she wants to make a better life for herself and her son. She said there
were days when she did not think she could go on, because her son was sick or
had no reliable babysitter. She feels blessed that she had her parents and her
son’s father to help her finish high school and attend college. Tiffany plans to
continue on to obtain her master’s degree.
Richard Martin is currently enrolled full-time and pursuing a degree in
automotive technology. Richard stated that he is tired of being a “backyard”
mechanic and wants to increase his skill level so that he can open his own
business. Richard is married with four small children. Each day he travels 50
miles one way to the Poplar campus. Currently he does not have a running
vehicle, so he depends on several modes of transportation, such as the Fort
Peck Transportation System bus, his mother-in-law, and other individuals
traveling to Poplar. Richard and his family live with relatives. His motherin-law recently purchased a mobile home for them, but it requires extensive
renovation before they can move in. Richard works weekends rebuilding the
motor in an old pickup and fixing up their mobile home. In spite of all of
the obstacles he faces, he has managed to make it to class everyday, get good
grades, and most importantly, keep his spirits up.
Maggie Toavs is enrolled full-time in the FPCC business technology program.
Maggie is married with eight children. Maggie stated that she attends college
to be able to help her husband provide for their large family. She stated
that times are hard with so many children because of the cost of food, rent,
utilities, and necessities of life. Maggie is very much involved in student
activities and is a member of the Blue Stone Indian Club and the American
Indian Business Leaders. Maggie volunteers for many of the community
service activities that take place at FPCC.
Ensley Aguilar, from Santa Domingo Pueblo, NM, is seeking his Bachelor of
Fine Arts in Studio Arts. He is quietly determined, very observant, shy, and
respectful. Ensley is responsible and a member of the IAIA Student Drum
Group. Ensley has leadership capabilities which the IAIA staff recognized;
staff invited him to apply as a mentor. During summer 2007, he served as
a mentor for the Expanding the Circle program on campus. During this
program, he came out of his shell and shared with the program participants
a heartfelt lesson. Ensley felt that once he received a scholarship for college,
everything was automatic, and he took his studies for granted and thought the
degree would just be given to him. He quickly learned what college meant and
the commitment he had to make to achieve his goal. Ensley is a caring young
man, and his strong cultural connection makes him a good student.
Lavina Faulk transferred to the Institute of American Indian Arts from
Southwestern Indian Polytechnic Institute in Albuquerque, NM. Lavina is a
non-traditional student and an enrolled member of the Oglala Sioux Tribe.
She is majoring in museum studies. Lavina succeeds in college in spite of the
surgery which only partially corrected carpal tunnel in her hands. She quickly
found her best ways to learn, and she can be seen walking around campus
reviewing her index cards, not wasting any time in her learning experience.
For her major, she completed a summer internship in museum studies at the
Red Cloud Heritage Center at Pine Ridge.
Nissa decided to attend Keweenaw Bay Ojibwa Community College in fall
2006, mainly because she wanted to attend college and stay close to her family.
She liked the college immediately because of the welcoming and encouraging
nature of the teachers. Nissa is working toward a child development associate
credential (CDA) and currently works at the local play center. She has served
in the daycare field for seven years. When she completes her degree, she plans
to look for full-time employment with benefits.
Jerry decided to attend Keweenaw Bay Ojibwa Community College in fall 2006
mostly due to the location and also because the tribe was willing to pay for
his education. What Jerry enjoys most about the college and its instructors
are the friendly environment, one-on-one attention students receive, class
sizes, and how the classes are tailored to the students’ needs. He appreciates
the flexibility of being able to use the computer lab at his convenience, since
he works full time while attending school. His plans to transfer to Michigan
Technological University when he completes a degree from KBOCC.
Tallie Large (Comanche/Shoshone), a native of Oklahoma, has been living in
Northern Minnesota for the past seven years. This mother of two young sons
works full time at the Northwest Juvenile Center in Bemidji and is a full-time
student at Leech Lake Tribal College,
where she currently holds a 4.0 GPA.
Tallie plans to enter a four-year nursing
program after completing her studies at
LLTC, and her dream is to continue on to
graduate school. She recently attended
an American Indian Science and
Engineering Society (AISES) conference
in Phoenix, AZ and produced a video on
the conference, which she shared with
the student body upon returning to
LLTC. Tallie has already proven herself
a leader on campus, and she is actively
involved in the STEM Club, Student
Tallie Large
Senate, and several service learning
Photo Credit: LLTC
projects.
Todd Miller (Ojibwe) overcame numerous
obstacles as he transcended poverty and other
socioeconomic problems that are pervasive on the
reservation. Todd, the father of two young sons,
works full time to support his family and also
attends Leech Lake Tribal College full time. He
is a stellar student and a leader on campus. Todd
currently serves as treasurer of the Student Senate.
Todd Miller
LaDawn Plain Feather, a 2006 graduate of Lodge Grass High School and
first-time college student, was selected to participate in the Bridges Program
through the American Indian Research Opportunities Program at Montana
State University for summer 2007. She is a pre-med student with a high GPA
and making headway for other competitive students coming from Little Big
Horn College. LaDawn is also a first-generation college student and is a great
role model.
Frank Yellowtail, another 2006
graduate of Lodge Grass High
School, was a member of the men’s
basketball team at Little Big Horn
College. He does well academically
and is a great role model, pursuing
his general studies requirements
to prepare him for a degree in
radiology. He is determined to
become an X-ray technician.
Frank Yellowtail
Photo Credit: LBHC
Sean Brown began at NWIC as a
GED student. After completing
his high school requirements, he
immediately began taking collegelevel courses. He receives financial
aid and has a work-study position.
Through his work-study job, he
became involved in student clubs
and campus activities and in spring
2007 was elected the vice president
of activities on the Student
Executive Board, a position on the
Sean Brown graduating with his GED
student leadership team. He has
Photo Credit: NWIC
become a well-respected student
leader and contributes much to
campus life. Sean is considering a career in business, with a focus on nonprofits.
Photo Credit: LLTC
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Sally came to KBOCC after graduating from high school over 35 years ago. She
has three adult children and was widowed four years ago when her husband
and oldest daughter (who was seriously injured) were in a car/snowmobile
accident. Sally also has profound hearing loss. She has taken an interest in
learning more about her Native culture and traditions and currently takes
developmental courses to prepare her for future classes.
American
Indian in
Measures
Success
for Success
Higher for
Education
Chrystal Edwards is currently enrolled at NWIC with an almost perfect grade
point average. She began as a GED student and successfully completed this
program in spite of considerable family turmoil. She is a single parent and
relies on financial aid to survive. She now has a work-study position and
serves as a mentor for other students. Her class attendance and dedication to
education have earned her distinction among the faculty and other students.
OLC graduated 39 students from its GED program in AY 2006-07. Twentytwo-year-old Jeremy Koenen of Porcupine, SD summarized his success:
“When I was 18, I quit high school, but I reached a point where I wanted to
do something with my life; so I started working on my GED. I was slow, but
finally, after two years, I have it. And now I want to work on a college degree
in business management.” Shirley Brewer, the Pine Ridge College center
director stated, “There have been so many students who have found their way
back into education through the college [GED program].”
The following are first-time incoming student stories.
Heather DeMoines stated:
I was raised by my mother and only
saw my father on weekends when
I was old enough. I was never very
educated on my heritage and always
felt like something was missing. When
I was 16 years old I moved in with my
father and went to school here in Mt.
Pleasant. I started working right out of
high school and never thought of going
to college. My father was diagnosed
with cancer late in 2005. That was hard Heather DeMoines
to deal with since we never really had
Photo Credit: SCTC
a lot of time together throughout my
childhood. Then I filled a temporary position, and a co-worker, who was
a middle-aged mother of three, asked if I ever thought of going to school.
She was currently enrolled and working. I said no, but the following fall
I went in and registered for classes. I didn’t think of myself as smart,
but I knew if she could do it so could I. Now I love going to school and
hope that I can bring something back to my community when I obtain my
degree.
Right now I have a part-time job working for the tribe and I really hope
that someday I will be a great asset to the Saginaw Chippewa Indian
Tribe. The reason I did not go the spring 2007 semester was because the
doctors found a large tumor in my dad’s heart, and it is inoperable. Now
he lives with me, and I take care of him.
Barbara Arzola stated:
I have been married for 36 years. I have seven children and 25
grandchildren. I am a member of the Saginaw Chippewa tribe of Mount
Pleasant, Michigan. I am 55 years of age. All of my children are grown
and living on their own. I went to grade
school in Saginaw, Michigan until the 6th
grade and then went to Grand Rapids,
Michigan to Union Middle High. I only
went to the 8th grade because I got
married. I got a divorce two years later.
Then I married again four years later. I
went back to school to study for my GED,
and I received that in 1984. Some of my
hardships for me were being able to stay
in school while I was growing up, because Barbara Arzola
my mother left the family and I had to
Photo Credit: SCTC
help my dad raise my siblings. While we
where trying to do that, my mother came and brought us to live with her.
Now, I am back in school again so that I may get a degree in computer
business accounting. I am now enrolled in a career development program
at Saginaw Chippewa Tribal Operations in the accounting department.
My hours are scheduled around my classes.
The students’ stories show the challenges they have overcome to be students
at SCTC. The dedication these students bring to their studies motivates staff
to help them succeed.
Rose Gurule, a major in elementary education on track to graduate in 2008,
enrolled at SKC in fall 2006. When she first began she was under vocational
rehabilitation due to an injury sustained
on the job. She enrolled in developmental
studies courses but withdrew and enrolled
in regular courses, as she felt confident
in her abilities to succeed. She has done
just that. She has fully committed herself
to completing her degree, taking as many
as 26 credits in one quarter. She has a
cumulative grade point average of 3.33.
Her instructors have found her to be a
positive role model for other students in
Rose Gurule
Photo Credit: SKC
the program.
Rikki Grey Bear came to Sitting Bull College
as a 17 year old who had finished high school
early. “I actually finished high school in
November and began attending classes at
Sitting Bull College in January of 2007,”
said Rikki. “As a single mother, I felt I had
a lot of challenges ahead of me but knew
continuing onto a college education was the
most important thing I could do for my son,
Tajon.” Grey Bear, an enrolled member of the
Standing Rock Sioux Tribe, majors in nursing
at Sitting Bull College and strives to finish her
Rikki Grey Bear
LPN degree and continue into a registered
Photo Credit: SBC
nursing program. She is thankful that she
receives additional funding through a Pell grant, Standing Rock Sioux Tribe
higher education program, and the Native American Vocational and Technical
Education Program (NAVTEP) to assist her in meeting her goals. “I was so
young when I began college that I didn’t know what to expect,” adds Rikki,
“But attending Sitting Bull College has been a great experience.”
Gwen Yellow Eyes, the mother of ten children, completed her GED the same
year her eldest daughter graduated from high school. Two of her daughters,
Karen and Deloris Murray, have taken classes at SGU. The eldest daughter was
a GEAR UP student and a first generation college student. All are from Upper
Cut Meat Community.
Ivanna Bear Heels will graduate this summer with an Associate of Art in
Business Management. She is a single mother with a one-year-old daughter.
Ivanna graduated from Todd County High School and was in the GEAR UP
cohort. Ivanna felt the GEAR UP program was one of the reasons for her
success: “I received financial support from GEAR UP that helped me pay for
my education.” She plans to continue at SGU in pursuit of a bachelor’s degree.
“I learned how to apply for funding as part of the GEAR UP program, and
this year I applied for and received nine scholarships, including GEAR UP.”
Ivanna also works full time at Indian Health Service in the medical records
department.
Jessica Heminger, a first-time, non-traditional student, is a single mother.
She stopped working to attend college and is thriving in her studies. She
requests any help she needs and is an enthusiastic learner. Jessica has an
excellent attendance record and is active in the college’s clubs. She plans to
become an art therapist for Native American children. She is an excellent role
model for younger Tribal members.
Edward Bovitz grew up in Southern California, but he always dreamt of
returning to live in the land of his mother’s ancestors, the Standing Rock
Reservation. During his frequent childhood visits to Standing Rock, Edward
always felt that he was coming home. When it was time for him to attend
college, he knew that Sitting Bull College was the perfect choice for him. As a
general studies major, Edward quickly educated himself in the Lakota culture
by attending sweat lodge and Sun Dance ceremonies and taking classes such as
Lakota Language I and II. “Learning about my family’s culture made me feel
like I could learn about myself,” said Edward. In addition to taking classes at
the college, Edward enjoys playing the guitar, visiting with this new extended
family, and learning new technology skills. “My classes have really helped me
increase my knowledge about computers and other technologies. I enjoy being
on the great new campus and participating in student activities at Sitting Bull
College.”
Stone Child College
SCC has many first-time incoming student stories that are both positive and
negative. One first-time college student earned his associate’s degree at Stone
Child College, obtained his bachelor’s degree at University of Great Falls, and
is now SCC’s current Tribal chairman. Another first-time college student
earned her associate’s degree from Stone Child College and her bachelor’s and
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
master’s degrees from Montana State University-Northern. She is now the
college president. Several single parents who were first-time college students,
living on welfare or other government assistance, earned their associate’s
degrees from Stone Child College. They are now part of the workforce within
the community, and off public assistance.
Kenneth Gardipee decided to return to
school at age 50 to make a difference in his
life. He had worked at various jobs over the
years and had been an associate judge for
the Chippewa Cree Tribe for many years.
Kenny decided he wanted to do something
different and positive with his life where he
could be a role model for younger students.
Kenny graduated with an associate’s degree
Kenneth Gardipee
Photo Credit: SCC
and made an impact on the students while
attending college at Stone Child. He served
as a student representative and attended
all board meetings. He was very active in student affairs and tutored and
mentored many students who stayed in college due to his efforts. Kenny
graduated from Stone Child College with honors, and the college is very proud
of him.
Denise Smith enrolled in fall 2007. Before
giving birth to her second daughter, Denise
realized that she had to decide what she
wanted for her future. She knew that she
would need to advance her education if
she hoped to provide the kind of life she
wanted for her two children. She enrolled
at the Tohono O’odham Community College
with the hopes of building her skills and
narrowing her career goals. Upon entering
Denise Smith
Photo Credit: TOCC
TOCC, Denise became interested in pursuing
a degree in criminal justice, with the greater
goal of pursuing a career in juvenile probation. She took courses in computer,
O’odham history, mathematics, and writing to build her skills and earn credits
toward her Arizona general education transfer certificate in liberal arts. She
especially enjoyed her writing class, which provided her the opportunity to
“express my true feelings on paper.” In her class, students were assigned the
task of writing about a favorite recipe that had influenced their lives. She
chose the spaghetti pie that reminded her of her father. It was the experience
of her father’s suicide that convinced Denise to apply for an internship with
the Youth Suicide Prevention Project. She felt the need to “help youth in the
community” and teach them “there are other options besides suicide.” She
felt that her personal experience would help her relate to youth who may be
at risk. As part of the project, she meets with youth in the Tohono O’odham
Nation Juvenile Detention Center. She hopes this experience will translate
into practical career skills.
Two first-time incoming students received the Coca-Cola First Generation
scholarship. This scholarship is given to the first person in an immediate
family unit to enroll full time in college. To retain the award, the student must
maintain a 3.0 GPA and demonstrate involvement and leadership in campus
and community activities.
Small Business Management students Autumn Elm and Florine Burning
Breast participated in the Ninth Annual Great Plains Regional/Tribal
Economic Development Summit in Rapid City, SD in April 2007. Autumn
took first place in the Third Annual Future Native Entrepreneur Business Plan
competition. She now has a laptop computer for her efforts.
The majority of TCUs implemented First Year Experience programs to provide
full student support during the first year of their college life to promote
retention and successful transition to upper class. TCUs provide a wide range
of services including orientation, remedial, mentoring/tutoring, research,
advising, financial support, health and child care services, transportation
and housing support, summer bridge program, and participation in cultural
programs. Most programs are implemented through student support office,
or learning center with faculty and staff involvement. Some TCUs use external
funding sources (such as Title III, Title IV, Perkins funding, TRIO, foundation
funding), but many TCUs report lack of external funding to provide a full scale
support and comprehensive implementation.
Bay Mills Community College provides a full-time student support services
coordinator to assist both students and faculty in sustaining success for
all students. Peer tutors and professional tutors, who are available to all
students in need, are coordinated by the student support services coordinator.
Students may also seek assistance through computer tutorials provided in the
BMCC library. The TRIO program for student support services is also available
for students who meet the financial guidelines and/or are a first-generation
college student or have a disability. TRIO-Student Support Services is a
program designed to provide services that will assist eligible students to
achieve academic success and complete their educational program at Bay Mills
Community College. Services include one-on-one advising, career counseling,
professional tutoring, career and learning style testing, transfer assistance,
university tours, cultural trips, equipment/laptop lending, grant aid, and
workshops.
Currently BMCC does not have a first year experience program. Lack of such
a program is due to limited financial and personnel resources. Clearly these
programs are beneficial and BMCC would like to explore the concept more
fully.
Blackfeet Community College does not have a comprehensive first year
experience program, but the college has started to implement one. Over
the past year BCC developed a freshman core that will be put into practice
in the 2007-08 academic year to help incoming freshman have a successful
college career. Students in core foundation classes gain the skills necessary
to succeed in their chosen fields of study. The courses include entry-level
courses in computers, writing, reading, and math. The core addresses issues
relating to student achievement and retention. To help ensure correct student
placement in courses, BCC has also implemented a new student assessment
tool, the COMPASS program. This computer-based tool allows placement of
students in the correct level of math and writing courses and gives advisors
valuable information not previously available. The college is also evaluating
its disabilities services, for both physical and learning disabilities, and will
develop a plan to better meet the needs of these students. To accomplish this,
BCC hired a consultant and will develop a .5 FTE disabilities services director
position.
CCCC is developing a first year experience program. There is a significant
need for this program to prepare students for successful completion of their
degrees. More funding resources would assist with additional qualified faculty
and stipends for the students participating in the program.
In general, the college student services department is responsible for first
year experiences at the college. The department implemented a dual-track
orientation program to provide a general campus orientation program for
incoming students and a focused orientation program for students who
underachieved during the previous term. Both orientation programs are
provided at the beginning of each academic semester. In addition, the
college initiated a learning center for all students, and incoming students
receive an orientation to this resource, as well. College faculty assist in the
learning center as class schedules permit, thereby increasing student/faculty
interaction.
Other than the orientation and assistance through the learning center and
tutoring, the college does not have a first year experience program because of
insufficient funding. During 2006-2007, the college lost its Title III funding
and was hard pressed to assist students beyond general student services. The
need to address urgent student issues such as transportation, career advising,
and housing are needs that could be achieved with additional funding.
CMN provides free learning assistants (tutoring) services. The college devotes
full-time advisors for the first year, but the advisors are available for all
students. If funds were available, the college would bring on-board a retention
specialist to provide a day-long to week-long student orientation with student
planning sessions and to work during the academic year, specifically with new
students but also continuing students with various needs.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator II.6 First Year Experience Programs
American
Indian in
Measures
Success
for Success
Higher for
Education
Comanche Nation College is formalizing its recruiting, retention, and first
year experience plan. The college uses student service personnel, including an
academic advisor, tutors, and senior student advisors (volunteers), to assist
CNC students in adjusting to college life. The learning resource center, once
completed, will further address student needs and support. CNC conducts indepth orientations for all new incoming freshmen. The faculty participates by
conducting special tutoring hours and offering summer session development
courses. This program is not currently funded by external resources. Funding
is needed for hiring additional tutors, academic advisors, and student advisors.
Diné College
Awareness of financial aid management becomes a critical means of
achieving a higher education goal for all new first-time incoming students.
Understanding the importance of student satisfactory academic progress
to maintain eligibility for student financial aid, Diné College requires all
students to attend a mandatory orientation as of fall 2006. The design of the
orientation employs the College’s Diné Education Philosophy of Nitsáhákees
(Thinking), Nahat’á (Planning), Iiná (Living), and Siihasin (Assuring). The
financial aid office staff discussed the timeframe to complete a two-year
degree program, satisfactory academic progress (dropping/adding courses,
attendance, study, tutoring services), the important role financial aid plays in
paying for the education (outstanding balances, managing funds, etc.), and
other imperative determinants in obtaining the educational goal on schedule.
The mandatory college placement test is administered to all new incoming
first year students, who are required to enroll in the courses into which they
place. Once a student completes the test, results are shared with advisors for
placement in remedial courses.
and out of the classroom. Traditionally, student orientation was a two hour
program, however beginning fall semester 2008 the time will be extended by
two additional hours. Diné College is a multi-campus institution; therefore,
each site provides some form of orientation based on their student needs.
Learning outcomes in the developmental programs are evaluated as follows:
In the writing class, at the start of the semester, students are given a scoring
rubric of how their writing assignments will be evaluated. Throughout the
semester, students are required to maintain writing portfolios. At the end
of the semester, the best writing assignment is selected by the students for
evaluation by the writing faculty. Based on the rubric, students may either
pass to the next writing course or repeat the current course. In reading,
students take a reading test at mid-term and at the end of the semester with
the purpose of passing into the next developmental reading course or placing
out of the reading sequence altogether. In mathematics, students in the same
developmental courses are administered the same final examinations. Based
on their performance on the test and cumulative grade earned, they may or
may not advance to the next mathematics course sequence.
During the day-long orientation, the college offers study skills and test taking
seminars, followed by goal setting and financial aid counseling. The college
offers a first-year preparation class called the tool kit class success. It is not a
mandatory class.
There is a need for a comprehensive first year program at FDLTCC because of
the number of unprepared students who enter the college. Lack of funding is
the biggest issue with offering a first year experience program.
A new student orientation program is offered at the start of each academic
year fall and spring semester at Tsaile campus. No orientation is provided
for summer school students. The session offers new students information on
varied topics. Students have a chance to meet members of staff, faculty and
administration one-on-one, such as human/learning resources so students can
successfully manage their transition to college; group exercises about choices
students make during college and building confidence to survive their first
year experience; student academic challenges and tips for getting good grades
and managing time; and enjoying college and building the future through clubs
and organizations. The student code of conduct is reviewed with students
as a guide for student and institutional conduct. Financial aid and residence
life topics provide key tips and advice for making the most of college, both in
In fall 2006, Fort Belknap College offered Freshman Seminar for the first time
as a mandatory class for all incoming freshmen. Freshman Seminar prepares
students for college-level academic expectations through the development of
prepatory study skills and basic college and career planning.
Thirty-seven students registered that initial semester. The 19 students who
passed the class still successfully attend college, a 51 percent rate of success for
the first year. In the spring 2007, the second semester the class was offered;
20 students registered; and 12 passed. These 12 students returned in fall 2007
to continue their required programs.
FPCC does not have a first year experience program. The college offers oneyear certificates and two-year associate degrees. About 40 percent of the new
students enroll in the certificate programs. Since FPCC draws students from
the Fort Peck Reservation and surrounding area, students continue to live at
home, not on campus. FPCC does help first-year students transition to college
with three programs. The Bridges program offers summer classes for high
school juniors and seniors to help students prepare for college-level study. The
Early Start program allows high school students with good academic standing
to enroll in FPCC courses. After these students graduate from high school,
they are awarded college credits and issued official transcripts. Entering
students are given a placement test during registration. If the test results
show a lack of skills in reading, writing, and math, they are enrolled in the
Learning Center classes. The Learning Center also provides tutors to assist
students with their assignments.
The Learning Support Center has been designated space within the library
technology building. The institution has absorbed the cost of the Learning
Support Center into the college operation budget, which includes salaries and
budget lines.
The Learning Support Center hosted its second annual Convening for Student
Success on the Santa Ana Pueblo. The conference on first-year transition to
and success in college expanded its participation by tribal college educators
to include educators and Tribal leaders from New Mexico’s 22 Pueblo, Navajo,
and Apache communities. The institute’s Title III-funded academic outreach
program (AOP) completed its second year of outreach activities to Native
New Mexico. The AOP assists New Mexico’s 22 Pueblo, Navajo and Apache
Tribes in preparing their high school students for transition to, and success
in, college by developing their academic skills, cultural resources, and personal
motivation to pursue postsecondary education.
Ilisagvik College
The college makes monthly contact with students to advise of available
resources from students services including:
• Tutoring (staffed position)
• Guided study (instructor supported)
• Resource management (on/off campus housing, financial aid, advising);
• Mid-term progress reports
• Peer mentoring/tutoring.
Faculty, staff, and administration have been meeting to establish a first year
experience program. Inititial discussions have included recruitment and
retention activities currently in place and those that need to be expanded. The
program will include all degree-seeking first-year students and will involve
their families. Limited resources for both personnel and funding need to be
addressed on an ongoing basis.
The college provides comprehensive resources to all students in full- or
part-time programs equally, including students beyond first year status on
an as needed basis. A student faced with the challenges of meeting college
requirements was assigned a full-time student advocate who coordinated with
the dorm parent, resident assistants and peers, shuttle drivers, the activities
manager, the director of student services, and the college president. This
all-encompassing level of support and knowledge of the student’s individual
challenges reinforced the college’s dedication to the student’s success.
The Learning Support Center continues to provide holistic services to students
to ensure success in college, and its focus remains that of the student’s first
year experience, beginning with an intensive orientation to help the transition
to college and continuing with courses, tutoring, and mentoring to ensure
student persistence and success in college. One indicator of the center’s
success is the significant increase in the course completion rate among firstyear students.
LCOOCC does not have a formal first year experience program. Beginning
in the fall 2007 semester, a cohort was established and enrolled in paired
courses—Introduction to Higher Education and Introduction to Tribal
Cultures. The college anticipates a higher success rate with these students,
but will not know for a year. The college believes there is a need for a first
year experience program; however, funding remains an issue, not only for
curriculum development, but also instruction.
The college started a new student success program (using Perkins funding) to
assist students with remediation, tutoring, and advising services. The new
position created by this funding has allowed LCOOCC to increase the level and
effectiveness of these services to outreach sites.
The TRIO program at the Leech Lake Tribal College is a federally funded
program designed to offer educational opportunities for low-income, firstgeneration, and/or students with disabilities. In an effort to help our students
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
overcome class, social, and cultural barriers, the TRIO program offers academic
advising, developmental classes, peer and professional tutoring, and referrals
for personal counseling and accommodations for students with a documented
disability. About 75 percent of LLTC students are eligible for the TRIO
program.
Each fall semester, LLTC student services coordinates and facilitates a one-day
orientation for new students. This orientation acquaints students with the
campus and encourages interaction between new students and campus faculty
and staff. The orientation informs students regarding degree programs,
admissions and financial aid processes, academic advising, and the challenges
of college life.
development in this area. The college wishes to change its placement test
software and to provide career counseling to students, however funding is not
available for these activities.
Little Big Horn College used the TRIO Student Support Services program to
assist first-generation/first-year student. Each first-year student is required
to participate in a course designed to help students navigate through college in
advising, selection of courses, financial aid applications, studying, etc.
LLTC sponsors Monday Drum, a weekly traditional feast gathering for
students. The Monday Drum ceremony provides an opportunity for students
to honor Ojibwe song and prayer and is integral in facilitating interaction
among students and campus staff and faculty.
The college’s first year programs revolve around a theory of intrusive advising.
Many of the college’s students require remedial coursework to succeed,
and as such, placement exams are required. The college experience at NICC
involves small class sizes and a referral system to assist with student issues,
including attendance and tutoring. The admissions, advising, and registration
department is devoted to assisting students succeed.
LLTC offers a college survival skills course for first-year students, and this
introductory course engages students in discussions on topics such as time
management, study skills, and college life challenges. The course prepares
first-year students to be successful college students.
A formalized learning community for a first year experience has not been
implemented due to the small size of college enrollment and the separation
between the campus locations. It is difficult to create formal learning
communities with small, isolated groups with limited funding.
Each semester, student services sponsors a family night, an activity-based
event for students and their support network, to give a glimpse of college life
and encourage support of the students in their lives.
The LLTC financial aid office provides workshops each semester to assist
students individually with the completion of scholarship and FAFSA
applications. Such workshops ensure that students receive financial aid the
following semester and are therefore able to continue toward the completion
of their degree programs.
LLTC sponsors an annual powwow held each spring semester. The powwow
provides a special opportunity for the campus and reservation communities
to celebrate the success of LLTC. It is also an opportunity to honor Ojibwe
culture and traditions.
LLTC has a committed student services and TRIO staff who assist students in
any way possible. The college is undergoing a self-study concerning what the
institution provides to students in their first year, and LLTC looks forward
to identifying its strengths and weaknesses to use as a tool to drive strategy
NWIC has a first year experience comprised of a student orientation, which
is voluntary but available to all students; a seminar class, a weekly hour-long
session to introduce students to college life; and the first year experience
integrated courses, which a cohort of students takes as its primary first year
coursework. During the 2006-07 academic year, the integrated courses were
delivered at the college’s main campus site. During the fall quarter, some
students at extended campus sites participated through interactive television
(ITV), although most participated in stand-alone courses offered through
ITV or face-to-face at their sites. The first year seminar was taught face-toface at all of the extended campus sites and through individualized learning.
Families are welcome to attend but primarily only join in campus tours. NWIC
practices the family education model for all aspects of student life.
Student services staff and faculty participate in the design and delivery of
orientation, seminar, and first year experience classes. In addition, staff meet
as a planning and analysis team. The director of assessment provides data
services for review of the first year experience program environment. With
additional resources, NWIC would expand the program to include different
Students who participate in the first year experience integrated classes have
a higher completion and retention rate than first-year students in regular
courses. The first year experience successfully creates a dedicated cohort of
students whose educational experience is enhanced by the team teaching of at
least two NWIC faculty and a writing instructor, who aids the students with
their writing and reading.
Significant numbers of non-traditional students attend OLC, and the
predominantly female student body averages 30+ years of age. These factors,
combined with the decentralized campus or instructional site configuration,
make it difficult to provide the type of first-year student experience program
that is possible on a centralized campus. The support for OLC students comes
from community-based instructional sites throughout a large geographic
region.
The OLC foundational studies department was established to better serve
entering students. Comprehensive placement testing using computer adaptive
programs and remedial courses in reading and writing and arithmetic and
pre-algebra prepares students for college-level work. The courses have an exit
testing feature to provide evidence of academic achievement.
OLC secured significant funding from the Bush Foundation and applied it to
faculty development training seminars in retention and advising for students.
In addition, two of the developmental studies faculty received national
training and certification in the field.
SCTC is cognizant of the challenges that many of the first-year students
face. The college does not have a program that works specifically with
students identified as first-year students due to limited staffing and funding
resources. However, two activities were held for this identified group, an early
registration luncheon and a first year experience discussion circle. The staff
noted that when the luncheon for early registration was held for identified
first-year students, many continuing students felt excluded. Since SCTC
never turns any students away from an event, it became an early registration
luncheon for all students. An observation of the SCTC student profile
indicated that many of the students would benefit from any of the first year
activities that the college offers. Furthermore, because of the enrollment
numbers and atmosphere at SCTC, inclusiveness is necessary.
SCTC uses operational funds to support activities for first-year students.
The college funds the position of the learning resource staff. The learning
resources staff person facilitates first-year activities in collaboration with
the academic support services manager and tutors. Adequate funding would
allow the college to provide staff who could develop programs for the students.
The program could include topics such as student needs assessment, student
orientation, learning cohorts, career advising, academic advising, and tutoring.
As previously stated, administration firmly believes a First Year Experience
program would benefit the students attending SCTC. However, limited
staff and funding hinders program development. Currently, five staff are
employed on the administration side of the college plus four full-time faculty.
Compared to other tribal colleges, SCTC has the lowest number of staff and
faculty, which impacts the ability to serve students. Staff members currently
take on responsibilities outside of their normal job duties in an effort to
meet student needs. Additionally, when the opportunity avails itself of
programming grants, staff write and submit. The First Year Experience would
be a valuable benefit for SCTC. The college will continue to pursue funding,
and activities will continue to be supported with funding from the operating
budget of the college.
SKC began implementing a first year experience program, but at this time only
includes new student orientation and skills for college success classes. The
college plans to expand the program into all disciplines with the goal of having
a comprehensive program.
Resources devoted to the program at the present time are limited to new
student orientation that includes personnel from enrollment services, career
services, and counseling services. Members of the senior administration,
faculty, counselors, and student senate are also involved to some degree and
always will be. Depending on enrollment, SKC will have the required number
of skills for college success classes.
Funding is always in short supply as SKC progresses toward a comprehensive
program. SKC’s formal first year experience program is still in the
development stages.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
methods of orientation delivery (e.g., online or ITV), a parents and family day,
more individual contacts with prospective students and their families, and
expansion of the first year experience courses to extended sites.
American
Indian in
Measures
Success
for Success
Higher for
Education
During the summer months, SGU offered a unique two-week opportunity
intended to bring drop out and stop out students back to SGU (Come Back
to School program). This effort resulted in the re-enrollment of 25 students
for the fall semester. The community responded positively, as the program
offers students a chance to complete coursework and earn credits with the
goal of reclaiming academic and financial aid eligibility. SGU also operates a
student support services program that provides basic skill classes, tutoring,
counseling, and retention activities to assist new students in building a solid
academic foundation.
Because of the success of the Come Back to School program and the continued
interest of former students who want to return to SGU, the university
established a new retention specialist position. The retention specialist
works primarily with first-year students and with those returning students
who had dropped out or stopped out. The university continuously tries to
upgrade its technology so students have access to state-of-the-art computing
tools and high-speed Internet. If the university had the resources, it would
try to provide a computer for each student, either individually or through
community centers, as well as access to the Web. A student who had been out
of school 17 years, reenrolled as a result of completing two courses during the
Come Back to School program. Sixty students who received degrees during
the August graduation ceremony had been participants in the student support
services program.
The student support services department provides counseling, transportation,
tutoring, and an orientation to help first-year students be successful. Student
support services personnel work with first-year students to ensure their
success. A retention specialist helps students develop an academic success
plan to help them through their academic careers at SWC. Mentors and tutors
also assist students.
All new students take the COMPASS exam to determine English, reading,
writing, and math levels. Students who test below college level must enroll in
developmental courses. Orientation is completed in the PSY 100 Psychology
of Student Success course, a mandatory class for all new students taken during
their first semester at SBC. Orientation makes the adjustment to college life
a pleasant experience. The vice president of academics, financial aid director,
information technology specialist, librarian, and director of student support
services individually speak to the class on topics appropriate to their expertise.
Through these staff members, students become acquainted with many of
the departments and employees who can help with registration, counseling,
financial aid, tutoring, student support services, student clubs and activities,
and computer and e-mail usage. The vice president of academics reviews the
student policies and procedures and the academic calendar and gives updates
on the future of the college. The vice president of academics introduces
the college’s assessment process and the purpose of the student electronic
portfolio.
Sitting Bull College supports salaries for the director of student services, two
counselors, and peer tutors through general funds. All are available to assist
first-year students. Assessment data indicate that writing and math levels
of Sitting Bull College students need improvement. Therefore, Sitting Bull
College is focusing grant writing efforts on the development of a writing and
math laboratory to be staffed by professional tutors. In addition, SBC would
like to develop a peer mentor program for new students. SBC does not have a
formal First Year Experience program.
Stone Child College
SCC has implemented a freshman orientation course for all incoming
freshman. It covers a wide range of topics, such as study skills, budgeting,
scholarship information, goal setting, time management, note-taking, interest
inventory surveys, and career assessment. All incoming freshman are required
to take this course.
A retention officer now works with the first year experience program. The
college has implemented study nights during mid-term and finals weeks,
which includes tutors, advisors, study groups, and dinner for the students.
SCC has not received the student support services grant for the past three
years, and the loss of this program has had a tremendous impact, with
SCC scrambling to find resources to pay tutors. The college cannot afford
the mentoring program. Campus visits for the students have been totally
eliminated. Cultural enrichment activities have been cut back, and the
college struggles to provide the limited visits to museums, art shows, live
entertainment, etc. If funds were available, the college would like to fully
reinstate these necessary services for the students. This may be a struggle due
to lack of priority points during resubmission for the student support services
grant.
Stone Child College does not have a first year experience program; there is
great need for this type of program. SCC currently enrolls close to 70 percent
of the graduating students from the two local high schools. Once they arrive
and chemical health assessments; and resources such as counselors, referrals
to community programs, and on-campus guest speakers and learning
opportunities.
UTTC student families participate in a wellness incentive program which
reinforces and encourages healthy behavioral changes. The program also
provides housing incentives to UTTC families and dorm incentives for single
UTTC students. The housing incentives also reinforce positive changes in the
lifestyles of our students. This initiative was implemented to help students
have a positive and successful experience. Housing continues to be an issue
for UTTC. More resources could be devoted to developing and maintaining
programs of support for students living away from home.
TOCC currently participates in the HLC/NCA Foundations of Excellence first
year experience program. The college is in the process of performing a selfstudy in this program. In February 2008, all faculty members participated
in the Foundations of Excellence winter conference. To date, the college has
concluded data collection and the faculty, staff, student surveys. This program
is an exciting opportunity and college personnel benefit from the process,
ultimately assisting students and increasing their retention rates so that they
can complete their academic programs.
The college has submitted an application to the American Indian College
Fund in partnership with the Lilly Endowment, Inc. for a two-prong approach
to professional development. The first prong in this approach supports all
faculty members for full participation in the first year experience program.
The second prong provides professional development for all college personnel.
Both of the approaches will increase the intellectual capital of TOCC and
improve student retention rates.
TMCC has neither designed nor implemented a first year experience for
students. The college did design a student retention program that was
minimally implemented during the 2006-2007 school year. With the new
four-year strategic plan, set for implementation in 2008, TMCC will make a
first year experience component one of the college’s goal, and a team will be
assigned to employ it. The college believes this to be an important initiative
to include in the strategic plan. Many TMCC students, as with other Native
American students in tribal colleges and other mainstream institutions,
simply do not even have a fair understanding of college life, which contributes
to students slipping through the cracks early in their college experience.
Although United Tribes Technical College does not have specific first year
experience programs, the college provides student-centered services focusing
on inclusion, family, and wellness. The Strengthening Lifestyles program
provides a wide range of activities, services, and resources for students
who attend UTTC. These include activities such as traditional hand games
to family game or movie nights to walking/fitness clubs; services such as
physical therapy, the opportunity to participate in sweat lodge ceremonies,
UTTC offers services to the extent of its funding. The college has no first year
experience program largely due to lack of funding.
The college now uses placement (Accuplacer) testing for all new freshmen
students. Previously, testing was minimal and sporadic. Through student
surveys and placement data, the college can now begin implementing changes
to benefit the students and improve retention rates. As a result of Title
IV funds, the college was able to hire an outreach, retention, and tutoring
coordinator. The students now have tutoring available for all courses;
emphasis is placed on students in the Stepping Stones program.
White Earth Tribal and Community College has a Stepping Stones program
with specific student refresher and remedial courses. WETCC is committed
to providing services to support students in their educational careers. The
outreach, retention, and tutor coordinator schedules tutoring sessions for
individuals and groups, contacts students who have missed class, establishes a
student retention committee, and attends training workshops in retention and
student success. The coordinator acts as a liaison between student and faculty.
This makes meeting with others at the college easier for students if there is a
misunderstanding or special request, or for those who are afraid to ask when
they do not understand assignments, need extra help, have questions about
grading procedures, etc. The college needs personnel in this field; the ORT
director at this time is overwhelmed with only the matter of retention, leaving
little, if any, time for outreach. The college also has no specific individual to
evaluate student placement scores, class attendance, course success rates, etc.
of Stepping Stones students.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
at Stone Child College, they need guidance, tutoring, career information,
financial assistance, study skills, campus visits, sometimes developmental
studies courses, and much more.
American
Indian in
Measures
Success
for Success
Higher for
Education
Section III. Undergraduate Student Costs, Tuition, and Financial Aid: AY 2003-04 to AY 2006-07
Indicator III.1 Average Full-Time Undergraduate Student Costs and Tuition per Credit Hour Trends
AY 2006-07
Miscellaneous Expenses
4.7%
Supplies
1.1%
Fees
3.9%
Tuition
17.4%
Personal
Expenses
11.4%
Text Books
5.9%
Transportation
13.3%
Average Full Time Undergraduate Student Costs for
Academic Year
Graduate
AY 06-07
Cost
% of Total
Baseline
AY 03-04
AY 04-05
AY 05-06
Tuition
Room and Board
Transportation
Text Books
Supplies
Personal Expenses
Miscellaneous Expenses
Fees
$1,914
$4,493
$1,277
$629
$89
$1,413
$542
$449
$1,978
$4,880
$1,457
$688
$86
$1,453
$614
$460
$2,081
$5,155
$1,499
$709
$96
$1,346
$759
$473
$2,166
$5,275
$1,658
$733
$143
$1,427
$583
$486
17.4%
42.3%
13.3%
5.9%
1.1%
11.4%
4.7%
3.9%
+13.1%
+17.4%
+29.8%
+16.6%
+59.7%
+1.0%
+7.4%
+8.2%
Total Student Costs
$10,808
$11,617
$12,119
$12,471
100.0%
+15.4%
Tuition Cost per Credit Hour
Undergraduate
Room and Board
42.3%
American Indian Student
Non-Indian Student
American Indian Student
Non-Indian Student
Baseline
AY 03-04
AY 04-05
AY 05-06
AY 06-07
$70
$119
$65
$65
$72
$128
$65
$65
$76
$132
$65
$65
$78
$86
$78
$78
Change
AY 03-04 to AY 06-07
Change
AY 03-04 to AY 06-07
+11.2%
-27.8%
+20.5%
+20.5%
Imputed Data: Keweenaw Bay Ojibwa Community College (AY 2006-07), Navajo Technical College (AY 2006-07), Southwestern Indian Polytechnic Institute (AY 2006-07), United
Tribes Technical College (AY 2006-07)
Others
5.1%
Tuition Waiver/Discount
2.6%
Tribal Scholarships
26.4%
AY 2006-07
American Indian College Fund Scholarship
6.5%
Federal Pell Grants
55.8%
State Scholarships/Grants
3.5%
Sources and Amount of Financial Aid
Baseline
AY 03-04
AY 04-05
AY 05-06
Total Amount
$2,377,487
$2,360,709
$2,216,107
Number of Recipients
2907
3167
2756
Total Amount $21,050,114 $21,236,696 $24,989,905
Federal Pell Grants
8780
8519
7990
Total Amount
$54,795
$148,450
$82,073
Federal Supplemental
Educational Opportunity Grant Number of Recipients
135
299
297
Total Amount
$93,604
$82,583
$104,456
State Scholarships/Grants
142
106
146
Total Amount
$0
$0
$0
Academic Competitiveness
Grant
0
0
0
Total Amount
$494,750
$608,404
$477,130
School-to-Work
149
302
264
Total Amount
$5,569,349
$7,992,101
$8,603,885
Tribal Scholarships
2465
3840
4100
Total Amount
$483,743
$813,079
$1,082,707
Tuition Waiver/Discount
449
801
857
Total Amount
$0
$0
$0
Other Scholarships
797
1784
1229
Total Amount
$342,332
$318,016
$314,648
Federal College Work Study
266
252
226
Total Amount
$45,156
$41,046
$46,129
Work of
Study
Missing State
Data: College
the Muscogee Nation
47
43
37
Imputed Data: Comanche Nation College (Fall enrollment- AY 2003-04), Southwestern Indian Polytechnic Institute (AY 2006Total Amount
$465,575
$506,182
$474,270
07)Institutional Work Study
463
529
410
Total Amount $30,976,904 $34,107,266 $38,391,310
Total Amount
16,600
19,642
18,312
American Indian College Fund
Scholarship
AY 06-07
$2,332,370
2927
$19,889,591
8309
$414,183
1268
$1,247,850
1068
$29,407
45
$631,914
168
$9,395,416
4260
$943,911
794
$0
1761
$407,950
310
$52,023
36
$289,412
282
$35,634,027
21,228
6.5%
55.8%
1.2%
3.5%
0.1%
1.8%
26.4%
2.6%
0.0%
1.1%
0.1%
0.8%
100.0%
Imputed Data: Bay Mills Community
College (AY 2003-04 - Number
of Federal Pell Grant, School-toWork, and Institutional Work Study
Recipients), Chief Dull Knife College
(Number of American Indian College
Fund Scholarship and Federal Pell
Grant Recipients - AY 2003-04),
(Number of Federal Pell Grant
and Federal College Work Study
Recipients - AY 2003-04), Keweenaw
Bay Ojibwa Community College (AY
2006-07), Oglala Lakota College
(number of Federal Pell Grant and
Tuition Waiver/Discount Recipients
- AY 2003-04), Saginaw Chippewa
Tribal College (Number of American
Indian College Fund Scholarship
Recipients - AY 2003-04 and
2004-05), Salish Kootenai College
(Tribal Scholarships and Tuition
Waiver/Discount - AY 2003-04),
Sinte Gleska University (Number of
Federal Pell Grants, Federal College
Work Study, and Institutional Work
Study Recipients - AY 2003-04),
Southwestern Indian Polytechnic
Institute (AY 2006-07), Tohono
O’odham Community College
(Number of Tuition Waiver/Discount
Recipients - AY 2003-04, Number
of School-to-Work and Institutional
Work Study Recipients - AY 200405), Turtle Mountain Community
College (Number of Recipients- AY
2003-04), White Earth Tribal and
Community College (AY 2003-04)
Missing Data: College of the
Muscogee Nation, Comanche
Nation College, Fond du Lac Tribal
and Community College, Fort
Peck Community College, Ilisagvik
College, Lac Courte Oreilles Ojibwa
Community College, Leech Lake
Tribal College, Little Big Horn
College, Stone Child College, United
Tribes Technical College, Wind River
Tribal College
Note: Duplicate count - Student may receive more than one type of financial assistance
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator III.2 Financial Aid Resources and Number of Recipients Trends
American
Indian in
Measures
Success
for Success
Higher for
Education
Section IV. Campus Buildings, Library Facilities, Native Museums/Cultural Centers, and Cultural Collections
Indicator IV.1 Campus Buildings
During this past summer, Bay Mills Community College completed the
construction of its new 13,000 sq. ft. language and cultural learning center
(Migizi Hall), located at the BMCC West Campus. This project was funded by
a Department of Education Title III construction grant. This facility is used
by both BMCC and the Bay Mills Indian Community. The center is designed
with dorm style overnight accommodations for up to 30 people. The large
conference room holds up to 250 people and may be divided into five separate
classrooms.
A new administrative wing
was completed in spring 2007.
Construction was funded by
HUD. The library was remodeled
using institutional funds. CCCC
constructed a greenhouse with
USDA funds. Construction started
for a new technology and fine arts
building in spring 2007, funded
New administrative wing
by a Title III grant, with expected
Photo Credit: CCCC
completion in spring 2008. An
agriculture/natural resources
building is scheduled to begin construction in spring 2008, funded by HUD/
TCUP.
BCC has been fortunate over the past two years, to set a master plan in place
that prioritizes the future of the college facilities. Four major projects have
been completed and now set the stage for future development. They include:
• A new roof for the 5,000 sq. ft. Red Fox Annex, which houses 12 A.A. offices
and two large classrooms at a cost of $100,000, with funding provided by
USDA rural development;
• An administration addition to Beaver Painted Lodge, which houses 14
administration offices (business, reception, CEUs, A.A., Title III, president,
human resources, and board room), giving teaching staff ten new offices
in the main classroom building at a cost of $1,232,029, funded by Title III
construction and in-kind contributions;
• The purchase of 698 acres of ranch, adjacent to the campus for future
development of student housing, a greenhouse, heavy equipment, natural
resources, and vocational education programs at a cost of $310,000, funded
by USDA rural development; and
• The college infrastructure project for the development of new water,
sewer, fire hydrants, paved road and parking, entrance sign, fencing, and
landscaping for the college campus at a cost of $1,425,350, funded by Title
III construction and in-kind contributions.
An early childhood learning center was funded through a combination of HUD
and USDA grants and assistance from AIHI. The visiting lecturer facility was
funded using a USDA community facilities grant and assistance from AIHI.
A classroom/office complex with adjoining library is planned should necessary
funding become available. CDKC has outgrown existing classroom facilities
and needs to expand academic and library facilities in the near future.
A combination gymnasium/student center would greatly assist the college
in providing not only physical activities for its students but also a facility for
student organization activities.
The current technology center on campus was originally built to house the
college’s dormant carpentry program. The facility is not designed for the
enhanced technology needs of the college and needs to be replaced.
Phase I of the new library project is being funded by U.S. Department of
Education under Title III. When finished, the library will include a total of
18,500 sq. ft. of area on three levels, replacing an existing 2,100 sq. ft. facility
located in the windowless basement. Phase I construction, scheduled for
completion prior to the fall 2008 semester, will include the completion of the
outside shell of the building and the completion of the main floor. Upper and
lower floors will be finished as additional funds become available. The library
will be a “green” building, built to the equivalent of a LEED silver rating and
Two shops/classrooms are being added to the CMN trades center, and a new
mechanical maintenance shop with an attached vehicle storage shed is being
completed. The projects are to be completed in fall 2007 and are funded
through a grant from the U. S. Department of Agriculture under its Rural
Development Department.
A new science lab is being completed at the Green Bay Campus of College of
Menominee Nation. The lab will be in service for the spring 2008 semester and
is funded through a grant from the National Science Foundation.
Comanche Nation College completed a new physical infrastructure, science
lab, and computer lab.
The new virtual library renovation of two rooms is complete, and students,
staff, and faculty have made positive comments. The rooms have a central air
and heating unit to keep rooms cool in summer and warm in the winter. The
virtual library has four custom-built oak computer centers, two of which are
standing height and hold three computer units each.
Minnesota state legislature approved funding for a new library and cultural/
recreational center.
Fort Belknap College broke ground for construction of a new campus
technology center and library. When completed, this 10,000 sq. ft. facility
will house computer labs, classrooms, library, conference room, MIS center,
and staff/faculty offices. Funds for this project are provided by the U.S.
Departments of Education and Housing and Urban Development.
Fort Peck Community College is guided in its effort to acquire facilities
essential to the fulfillment of the mission through the process of both
short-term and long-range strategic planning. While the past two years
have witnessed an emphasis on facility renovation and upgrade, the college
has successfully acquired funding for the construction of three dormitory
facilities. The college received funding for these facilities from both USDA-RD
TCUP and HUD TCUP grants, totaling $950,000. FPCC is currently reviewing
possibilities for funding the construction of a library and technology facility;
however, the annual RFP cycle for construction grants has not yet opened.
The librarians’ room has a desk, chair, and window for monitoring the
virtual library. At present, this room is used by the information technology
department. Eventually, this window will provide access to the librarian. The
librarians’ room is spacious enough for two desks and other equipment.
Diné College
In 2004, Diné College’s Information Technology Department started a
proactive phase of replacing out-dated technology with modern, industry
standard, equipment and services. This was in response to faculty, students,
and staff requesting improved connectivity, services and accessibility to
technology. A detailed Network Assessment performed in 2003 by Solomon
Technologies, through financial support from the Title III Grant, paved the
way.
The Diné College new Network Operating Center was under construction the
entire academic year of 2006-2007. In fall 2007, the network upgrade for
Tsaile Campus will be complete. The NOC will house the college’s core servers,
such as e-mail, core databases, distance learning servers, and more, as well as
IT staff. The NOC was financed through Arizona Compact funding.
The Center for Lifelong
Education project consists
of two phases. The first
phase, the residence center
(CLE-RC), will be a 35,650
sq. ft., two-story student
dormitory. The facility will
have 77 double occupancy
rooms capable of providing
on-campus housing for 154
students. Three rooms will
comply with ADA standards
New IAIA Residence Center (Under construction)
Photo Credit: IAIA
of accommodation and
accessibility. Each floor
will have a student commons area for relaxing and socializing, full kitchen,
and laundry services. The facility will have offices for the housing director,
housing staff, and security. The building will have secured access control via
a card key access system and will be equipped with surveillance cameras. The
second phase, the tribal conference center (CLE-TCC), will be a 28,600 sq.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
will include geothermal heating and cooling, lots of natural day lighting, and a
variety of environmentally friendly materials and processes.
American
Indian in
Measures
Success
for Success
Higher for
Education
ft., two-story facility housing a 250-seat cafeteria and food service center
with capability to support the Native foods cuisine curriculum, 150-seat
multipurpose performing arts theater, NEH scholar in residence, film and
television studios, visual graphics design center, and offices for administrative
and support staff.
Various sources contribute to funding the CLE project, including a low-interest
loan from New Mexico Finance Authority (NMFA), the State of New Mexico
general obligation bonds from FY 03-07, a grant from the W.K. Kellogg
Foundation, fiscal year 2004 federal appropriations, a grant from HUD, five
separate USDA grants, a grant from the Department of Education Title III
program, a gift from the Cherokee Nation, and a gift from the Oneida Tribe of
Wisconsin, for a total of $17,809,251.
KBOCC plans to build a learning resources center, children’s center,
cultural learning center, science building, student center, student housing,
administration building, auditorium, vocational education building, and fine
arts building.
NWIC launched the capital campaign
“Weaving Our Communities, One
Student at a Time” with a goal of
raising $40.2 million by 2011 for
capital, endowment, and financial
independence improvements.
During 2007, NWIC achieved the
goals for Phase I construction and
completed the following facilities:
a student residence (18,500 sq.
New Childcare and Student Residence--Lummi
ft.) with a capacity for 69 students campus
(scheduled for occupancy in fall
2007); a classroom facility (4,252 sq.
ft.) consisting of three classrooms and
five offices (scheduled for occupancy
in fall 2007); and a childcare center
(2,278 sq. ft.) for infants and toddlers
(scheduled for occupancy in winter
2008, funded by institutional and
United States Department of Agriculture
Rural Development funds). Phase II
Ground Breaking at the Swinomish Site
construction has a completion goal of
Photo Credits: NWIC
summer or fall 2009 and will include
a center for student success to house all student services departments,
including financial aid, enrollment services, advising/counseling, testing,
admissions, and recruitment (financed by Title III and institutional funds);
distance learning classroom facilities (Swinomish extended campus site,
The grand opening of the LCOOCC library was officially held on August 17,
2007 with guests from the state of Wisconsin as well as from the funding
sources. The new facility boasts 10,000 square feet complete with a wigwam
and tree. This work was supported by grants from HUD, ED/Title III, and Rural
Development. Winona La Duke was the keynote speaker.
LLTC is currently constructing a 74 x 34, 2,330 sq. ft. vocational building to
house the carpentry and electrical programs. This space will have a workshop
and two instructional classrooms. The USDA Rural Development agency
provided funding for about 43.3 percent
of the expected $549,185 cost. Northwest
Minnesota Initiative Foundation committed
an additional 18.2 percent, and various
internal LLTC resources will pay for the
remaining 38.6 percent, including four
percent by LLTC employees. The college
is very proud of the employees’ support.
Carpentry students also built a 24 x 60
garage for the maintenance department.
Vo-Tech building under construction
Photo Credit: LLTC
A new library/archives/administration building is under construction;
construction began in October 2006. Funding sources include Department of
Education (Title III), USDA (rural facilities), HUD (TCUP), construction loan,
and the college’s own funds.
The new Macy Campus is currently under construction. The facility has
been funded through a variety of sources, such as Title III and private
contributions, including those through the American Indian College Fund.
The USDA Rural Development in Nebraska has awarded the college a grant to
assist in completing the facility dating back to 2001, but the college has not
been successful in gaining the funds necessary to continue construction.
Oglala Lakota College completed a 6,500 sq. ft. expansion of the He Sapa
College Center instructional building in Rapid City, SD. This expansion was
necessitated by expanding student enrollments and funded with $600,000
from HUD. The college also expanded its instructional programs to the
Cheyenne River Indian Reservation, and it leases the Cheyenne River college
center classroom building in Eagle Butte, SD from the Cheyenne River Sioux
Tribe.
Through an IMLS grant, SCTC has established a library satellite site which
is staffed by the college (on the SCTC campus for students). During 20062007, SCTC has indicated it will donate a building and or parcel of land to be
designated in fall 2007. This donation has been prompted by USDA grant
funds for renovation of a space for a science teaching lab.
During 2005-2006, Salish Kootenai College began the construction of a 40,000
sq. ft. health education center. Funding for this project was provided by:
• US Department of Education -Title III Higher Education Act
• US Department of Housing and Urban Development Office of University
Programs Tribal College and University Program
• US Department of Agriculture - Rural Development Program
• Paul G. Allen Family Foundation
• Arthur Vinning Davis Foundations
• Salish Kootenai College Foundation
New buildings planned include a single student dormitory and an IT Building.
Sinte Gleska
University
completed construction
on an 8,000 sq. ft.
student services center,
named Wayawa Ki
Wicagluonihanpi Oti—a
home for honoring
Student Service Center
our students, on the
Photo Credit: SGU
Antelope Lake campus.
It was blessed during a ceremony preceding the August 2007 graduation
exercises, and it opened for use for the fall 2007 semester. Funding was
provided through Title III, HUD, and USDA.
The Green Campus grant provided by the USDA will be used to purchase
two wind turbines to reduce the need for fossil fuel and to reduce monthly
operating expenses. The heating units will be converted from propane to
electrical units; insulation will be upgraded in certain areas; and windows and
doors will be replaced with new, energy efficient ones. Outdoor classrooms
are being developed for the science and nutrition programs to include native
plants, grasses, and trees that can be used for food, medicine, and other
cultural purposes.
The college is completing its facilities master plan goals in phases. Phases I
and II of the water and sewer have been completed; in addition, roads and
lights have been completed
for Phase I. The first building
completed on the new campus
was the cultural center with a
classroom used for painting,
stain glass, and pottery and as a
meeting facility. The college also
completed 18 low-income student
housing units on the new campus.
Construction of the first
academic building, the Science
and Technology Center, began in
fall 2004 and was completed in
New 2007 SBC Masterplan
Graphic Credit: SBC
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
funded by Title III Department of Education and by institutional funds);
a science classroom/lab facility consisting of three classrooms, five faculty
offices, a conference room, a kitchen, and restrooms (funded by United States
Department of Agriculture Rural Development); and a long house. The college
received approximately $19 million in grant awards and campaign pledges
by 2007 from federal grants (Title III-TCUP; USDA-RD); private grants and
pledges (Bill and Melinda Gates Foundation, Paul G. Allen Foundation,
Trillium Corporation, Lannan Foundation, and American Indian College
Fund); and Tribal (Lummi Nation, Lummi Housing Authority; Twenty-Nine
Palms; Swinomish Nation).
American
Indian in
Measures
Success
for Success
Higher for
Education
December 2005. Classes were first held in this 23,000 sq. ft. state-of-the-art
facility in January 2006. In March 2006, the college took over a 16,000 sq. ft.
family support center to house the education program. The building provides
modern, safe space for 75 children in the daycare facility.
On April 2, 2007, Sitting Bull College opened a new 5,100 sq. ft. transit
center on the new campus. The new facility houses the Standing Rock Public
Transportation (SRPT) program, which includes five offices, a waiting area for
customers, two mechanic bays, and one wash bay for vehicles.
Construction is currently underway for a 15,500 sq. ft. entrepreneurial center
that will house the president’s office, business administration and criminal
justice programs, and Tribal business information center, in addition to
six business incubator spaces to assist with business start-up. The college
anticipates opening the entrepreneurial center April 2008.
SBC is designing a 10,000 sq. ft. student support center that will include a
library, developmental education space with classrooms and computer labs,
and offices for student support staff. Construction will begin in spring 2008.
Stone Child College
Stone Child College recently added a new vocational technology building
on the college campus to house the fine arts program and the construction
technology program. A welding class has been added to the curriculum this
semester and plans are under way to add various other classes which will be
located in this building. A new print shop was recently completed on campus.
SCC plans to build a gymnasium on campus once funding is secured.
During the reported academic year, the college received a grant from the
Department of Defense. These DoD funds helped the college to develop a
state-of-the-art GIS/GPS laboratory. All the equipment has been ordered and
installed adjacent to the newly installed science laboratory that was created
with Title III funds last academic year. The new GIS/GPS laboratory opened
for its first course spring 2008.
TMCC is constructing a new career and technical education facility. The funds
for the new CTE building were secured through HUD EDI and Title III. The
new CTE center will house the building construction curriculum.
TMCC has plans to build a student union/library building. The student
union will be a new addition to the campus, and the library will move to this
new building. TMCC will be able to expand the current TMCC library. This
project will be funded through the Department of Education. TMCC has also
remodeled the building now used for the nursing curriculum.
TMCC’s wind turbine should be erected within the next two to three months.
The turbine will help deter cost of the electricity for the main campus. This
project was funded by the college and Department of Energy.
The college also is constructing a building at the Anishinabe Learning,
Cultural, and Wellness Center as a daycare for students. TMCC students
identified daycare as one of the top priorities for them. In an effort to work
with students and provide for their needs, TMCC is raising $1 million for a
daycare center. The daycare center already has approximately $500,000 set
aside through grant funding for construction. Through a capital campaign, the
college hopes to raise the remainder of funds to start construction by 2008.
TMCC, along with the Tribal government, is in the process of establishing a
health and wellness complex for the community. The high rate of diabetes
in the community makes this facility important. Turtle Mountain Band of
Chippewa Indians experiences a high incidence of overweight and obese
children, precursors of diabetes as they age. Because these children engage
in little or no physical activity, there is an overwhelming need for structured
programs and activities to off-set these hypo-kinetic disorders. The 20,000
sq. ft. facility will allow for programming, wellness screenings, assessments,
and curriculum development. Land has been set aside by the Bureau of Indian
Affairs, and engineers have started making environmental and engineering
assessments. A major capital campaign is under way to raise the $4 million to
construct this building. As of today, over $500,000 have been raised for this
endeavor.
Turtle Mountain Tribal Diabetes Program and TMCC joined together in 200607 to construct an ice rink and warming house for community use. TMCC and
the community look forward to opening the rink and warming house for its
first season of educational and physical fitness offerings in winter 2008. These
projects have been funded by private donations, USDA grants, and a North
Dakota Parks and Recreation Department grant.
The UTTC maintenance department, in conjunction with the UTTC
construction technology students, is completing a total renovation of
the nutrition and food service kitchen. The new kitchen will feature a
commercial range, convection oven, and other restaurant equipment, as well
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
as workstations for students, an additional hand washing station, and an
improved dishwashing area. The renovations are supported by land grant
funds.
A newly constructed $2.7 million family student apartment complex was
dedicated in the spring of this year. The new 26,400 sq. ft. facility provides
two-bedroom apartments for 24 families and helps address the need for more
housing as student enrollment grows. The college’s construction technology
staff and students completed the building ahead of schedule with only a small
amount of assistance from local contractors. The college partnered with
Raymond James Tax Credit Funds, Inc. on a tax credit financing plan, made
possible through the North Dakota Housing Finance Agency. Other support
came from the U.S. Department of Housing and Urban Development, the Otto
Bremer Foundation, and UTTC.
A former private medical office
now houses the WETCC/UMD
teacher education program
and serves as the GED testing
site for the Mahnomen school
district. The site provides
classroom space, study space,
kitchen area, testing area,
and a small computer lab
where students study and
conduct research. The college
is currently seeking facility
monies for a new campus.
Nursing Ed Building at Mahnomen
Photo Credit: WETCC
A grant from the Bremer Foundation has provided funding to lease a former
funeral home building within the City of Mahnomen as the facility for
the WETCC/NCTC nursing program, Imbamenimaag (the ones who care
for others). This site provides space for two large classrooms, office space,
computer lab stations, clinical lab space, and a kitchen area. The grant enables
WETCC to lease the facility for three years.
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator IV.2 Library Facilities
35 TCUs reported their library facilities:
• Library size averaged 8,363 sq. ft.
• The libraries contained an average of 22,774 volumes, 595 print periodicals,
and 3,191 electronic periodicals
• The average library age was 23 in AY 2006-07
• 32 TCUs (91.4%) have catalog online access
Diné College
Special cultural items contained in the collections of the Kinya’áanii Charlie
Benally Library include the Moses-Donner Collection of Indian Materials
containing approximately 12,000 volumes relating to Native Americans,
particularly the Navajo and Southwest tribes with a significant amount
of “grey literature” not widely available elsewhere; the R.C. Gorman
Collection of approximately 900 volumes donated by the Navajo artist
from his own collection of mostly fine art and American Indian studies; the
Mary Shepardson Collection of approximately 900 volumes primarily on
anthropology; and the Shiprock Native American Collection of approximately
9,000 volumes on Native American topics.
• 32 TCUs (91.4%) have an inter-library system
• 30 TCUs (85.7%) have a community library
The Ruth A. Myers Library contains a collection emphasizing Native American,
especially Anishinaabe, culture, history and sovereignty materials in different
formats.
• 22 TCUs (62.9%) have a community learning center
• 33 TCUs (94.3%) have a computer lab with internet access
A learning center is located on the main floor of the Bay Mills Community
College Library. The Heritage Center Museum, located upstairs, contains
special items, including a birch bark canoe, a sizable collection of Great Lakes
Regional Native American artifacts, and a treaty signed by President Grant
which established the Bay Mills Indian Community.
Special cultural items contained in the Valeria Merrick Memorial Library
collection include language immersion documents, CDs, and cassettes; Spirit
Lake Tribe historical documents; former state representative Gorden Berg’s
collection of letters, newspaper articles and documents concerning the Devils’
Lake lakebed issue; college history, photos, slides, and videos.
A cultural archives collection is housed in the Florence Whiteman Cultural
Learning Center of the Dr. John Woodenlegs Memorial Library. The Two
Moons Children’s Library was recently incorporated into the system. Special
cultural items contained in the collection include a Cheyenne collection, a
Native American collection, and a health/nutrition collection.
Fort Belknap College Library’s Sitting High Cultural Center serves as an
information resource center for the entire Fort Belknap community and
supports the educational mission of the Fort Belknap College. Special
cultural items contained in the collection include photocopied print materials
covering such topics as legends, community records and affairs, education, and
interviews with Tribal Elders; issues of Tribal newspapers; a National Archives
microfilm of Census rolls, documents related to the negotiation of ratified
and unratified treaties, and superintendents’ annual narratives and statistical
reports from the Bureau of Indian Affairs.
The Fort Berthold Community College Library is open to the community on
Sundays during the academic year. Special items contained in the cultural
collection include a display case containing trophies won by FBCC students
at AIHEC Conferences between 1998 and 2006 and numerous newspapers:
Indian Country, New Town News, MHA Times, New Town School Eagle Eye,
Mandaree High School Paper, and Wontoni and News from Indian Country.
The Fort Peck Community College and Tribal Library contains history
and archival collections related to Assiniboine and Sioux Tribes in eastern
Montana and parts of Canada.
Tommaney Hall is the main library facility at Haskell Indian Nations
University. However, in 2002 the Haskell Cultural Center and Museum was
officially opened with funding provided by the American Indian College Fund.
The first floor of this new 6,000 sq. ft. building includes a visitor’s desk and
interpretive displays that explain the history of Haskell and its changes. The
opening exhibit was “Honoring Our Children through Seasons of Sacrifice,
Survival, Change and Celebration,” looking at the history of Haskell from
the perspective of the first Haskell students and celebrates what Haskell has
become. The display area has marmoleum-tiled replica of Haskell’s Medicine
Wheel which is an earthwork south of the campus where the students go to
worship and use the sweat lodge. Haskell’s vision is to become a national
center for American Indian research, education, and cultural programs, as
a part of this effort to become a national center, Haskell has opened to the
public its historical museum and archives.
During AY 2003-04 a virtual library web site was created to assist students and
community members in finding items via the internet and in gaining access
to other resources not housed in the physical libraries. The Nebraska Indian
Community College Library at Macy and Santee serves as both the college’s
library/media center and as the public library on its respective reservations.
Special cultural items include a general collection and an Indian collection for
both adults and children.
The collection of the Institute of American Indian Arts Library and Archives
contains special cultural items including over 400 cassettes for Native
American languages and music; 15,000 photographs from the Smithsonian
National Anthropological Archives; 30,000 art slides; and the Museum and
Institute of American Indian Arts history archives.
The Ojibwa Community Library contains a large selection of Native American
books and magazines and houses crafts that have been made by the Ojibwe
Elders from the community.
The Little Big Horn College Library’s collection contains special cultural items
including a Crow Indian collection consisting of 1,857 items on all facets of
Crow Indian history, culture, and contemporary life; and Crow Indian archives
consisting of papers, photographs, records, and recordings.
A Tribal museum is housed in a separate building adjacent to the Little Priest
Tribal College Library. Special cultural items contained in the collection
include 3,500 items of Native American materials for all ages in all formats,
with emphasis on the Winnebago Tribes of Nebraska and Wisconsin, as well as
the Northeast Woodlands and Plains culture groups.
Special cultural items contained in the Domenici Library’s collection include
a Navajo collection of over 250 titles and over 150 books, plus 75 to 100 uncataloged materials about Diné culture, history, government, and language.
Special cultural items contained in the Lummi Reservation Library System’s
collection include 6,984 Native American books, many of which are old and
out-of-print; over 40 Native American periodicals; a collection of 291 videos
with a Native American theme, approximately 50 of which were produced
by Northwest Indian College; and a collection of microfiche which includes
American Indian Culture and Research Journal, Journal of American Indian
Education, The Native American Experience from pamphlets in the American
History Collection, Native American of the Pacific Northwest: A Photographic
Record, and Viola Garfield’s Albums of Totem Pole Art.
Special cultural items contained in the Woksape Tipi Library’s collection
include a museum and archival collections; Lakota artifacts; publications
covering a broad spectrum of Lakota history, society, culture, and institutions;
institutional records of Oglala Lakota College, Oglala Sioux Tribe, and
American Indian Higher Education Consortium; and artwork by Oglala Lakota
artists.
Saginaw Chippewa Tribal College has agreements with other facilities for
student access (Saginaw Chippewa Tribal Library, Central Michigan University,
and Veteran’s Memorial Library).
Special cultural items contained in the D’Arcy McNickle Library’s collection
include an online cultural photograph collection and a Confederated Salish
Kootenai Tribal collection.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
The Sinte Gleska University Library contains the Unkicisuyapi Collection of
print books, periodicals, and selected databases relating to the Lakota people
and other tribes.
The Sitting Bull College Library contains a growing collection of artifacts and
art objects indigenous to the Standing Rock Sioux Tribe and the local historical
area.
An American Indian Collection and the Southwestern Indian Polytechnic
Institute Archives make up part of the IMC (main library) collection.
Stone Child College
Stone Child College/Rocky Boy Community Public Library’s special cultural
items contained in the collection include subjects specific to the Chippewa
Cree history; language and cultural as well as children’s stories in both written
and audio/video formats; and a CD-ROM Cree language learning program.
The Tohono O’odham Community College Library houses a Tohono O’odham
special cultural collection consisting of books, journals, magazines, maps,
photos, sound recordings, videos, and microforms.
Special cultural items contained in the Turtle Mountain Community College
Library’s collection include biography collections of local ancestry; the
Caldecott Collection of annual Caldecott Medal winners and nominees for best
picture book for children; a Native American children’s collection; a collection
of signed first editions; and an archive of local artists.
Special cultural items contained in the United Tribes Technical College
Library’s collection include Native American fiction and non-fiction books as
well as a collection of tribal newspapers and Native American magazines and
journals.
The Mark Warren Memorial Library contains a collection of maps from the
Library of Congress map collection concerning the White Earth Tribe.
BMCC’s west campus includes the
newly constructed Migizi Hall, home
to Native language and education
programs, including programs of
the Bay Mills Indian Community’s
cultural committee. Also located on
the west campus property are sweat
lodges, teepees, and a long house.
The upper level of the BMCC library Migizi Hall
and heritage center houses the
Photo Credit: BMCC
James O. Keene collection of Native
American artifacts. This collection contains 15 display cases and has been
documented digitally.
The archives room of Blackfeet Community College’s Medicine Spring Library
houses collections on Native American topics, with a special emphasis on
Blackfeet history and culture, including monographs, videos and DVDs,
microfilm and microfiche, mimeographed and photocopied articles, local
newspapers dating back to 1957, historical photographs, and some artwork.
funding from USDA. The culture center houses a significant collection of
Northern Cheyenne artifacts, books, and research information and welcomes
visitors for tours.
The Cultural Learning Center at CMN’s Keshena Campus has housed the
Menominee Culture Institute. A grant from the U.S. Department of Education
under Title III will enable an addition to the building to be completed prior
to the fall 2008 semester. The center is expected to house the outreach
department, the office of workforce development, the center for cultural
research, a Menominee language program, and various youth focused, and
wellness focused activities.
The Comanche Nation College recently participated in a ceremonial celebration
with sister college Texas Tech University. At this event, CNC was given five
vases made out of the bones from the horses massacred at the Poladoro
Canyon in the early 1900s. Comanche Nation College is collaborating with
TTU for transferability of credits from Comanche Nation College as the college
works through the accreditation process.
Diné College
The college holds Blackfeet Indian Tipis Design and Legend, a portfolio of silk
screen plates depicting the mural paintings on historical Blackfeet teepees,
accompanied by the legends explaining their origins. Framed plates from this
collection are displayed in the archives room.
In addition, the college carries a small collection of children’s books about
Native American history and culture. Through the Montana state-sponsored
tribal history project, BCC has also developed a video archive of interviews
with Elders regarding Tribal history and sacred places.
The CCCC log cabin built in 1999 and funded by AICF (Eli Lilly and Company
Foundation and W.K. Kellogg Foundation) has been converted into the Dakota
cultural learning center. The initial exhibit featured the history of the Spirit
Lake Dakota Tribe (Nov. 2007). The center will be used as a classroom for
Dakota studies and community learning activities.
Special cultural items contained in the Kinya’áanii Charlie Benally Library’s
collections include the Moses-Donner Collection of Indian Materials
containing approximately 12,000 volumes relating to Native Americans,
particularly the Navajo and Southwest tribes with a significant amount
of “grey literature” not widely available elsewhere; the R.C. Gorman
Collection of approximately 900 volumes donated by the Navajo artist
from his own collection of mostly fine art and American Indian studies; the
Mary Shepardson Collection of approximately 900 volumes primarily on
anthropology; and the Shiprock Native American Collection of approximately
9,000 volumes on Native American topics.
The college has added to its collection of Ojibwa artwork on campus for the
past several years, and the college currently displays the art throughout the
campus. The Native art gallery off the common area and the new cultural area
in the Lester Jack Briggs addition will be the home for many of these pieces.
The Florence Whiteman Cultural Learning Center is housed in the log facility
constructed with a combination of Lilly and AICF funding, with supplemental
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator IV.3 Native Museums/Cultral Centers, and Cultural Collections
American
Indian in
Measures
Success
for Success
Higher for
Education
Fort Belknap College completed construction on the EKIB-TSAH-AH-TSIK
(Sitting High) Cultural Center in spring 2005. The center houses the Tribal
archives which provide a rich and diverse source of historical and cultural
material concerning the Fort Belknap community. These documents
include interviews with local Elders, accounts of local legends, published
writings concerning local events, biographical profiles, community records,
historically significant correspondence, land records, census material,
treaties, superintendents’ reports, National Archives microfilm, and historical
photographs.
Institute of American Indian Arts has a collection of contemporary Native
American art housed in the museum downtown. The museum curates
contemporary shows for the public.
Although the college has no cultural center or museum, the college uses its
current facility showcase to exhibit historical pictures and small cultural items.
The college has a cultural center that housed the library during the
construction of the new library. Winona LaDuke’s traveling exhibit, “Impacted
Nations,” opened with her keynote address at the ribbon cutting ceremony for
the new library in August 2007.
Photo Credit: FBC
LLTC’s library houses works by Native authors and about the Anishinaabeg,
focusing particularly on the Ojibwe and Minnesota, in the special collection.
The archives contain information about all Minnesota reservations, including
birth and death announcements, news clippings, and copies of treaties and
legal documents. The library has a set of very old maps of the reservations in
the state of Minnesota. These maps are quite old and cannot be handled.
FPCC does not have a cultural center or museum located on campus. The
library has a collection of documents and photos related to the reservation and
Assiniboine and Sioux tribes.
Little Big Horn College has a cultural learning lodge housing the Crow studies
program, an archive containing many Crow Tribal documents, and a Crow
collections area located in the college library.
Ilisagvik College
Since the college serves a broad community, the cultural center in town
serves as the primary cultural resource. The facility combines a museum and
performance center. The library also has a major collection of arctic literature
and films, perhaps one of the largest circumpolar north collections.
The NWIC library houses a special cultural collection. Currently, this
collection is being refurbished to focus on Lummi and Northwest Tribal
history, photographs, and other media. In addition, the Coast Salish Institute
provides cultural and language resources to the college and the community.
A three-course sequence on
Coast Salish Art, a Coast Salish
bibliography with an annotated
section on the Lummi people, a
collection of oral traditions (e.g.,
Coast Salish inherent territory,
cultural laws, fishing economics,
stewardship and family history);
curriculum on “Traditional
Art instructor Ramon Murillo working on art mural
Leadership in Contemporary
Photo Credit: NWIC
EKIB-TSAH-AH-TSIK Cultural Center
The Hogan Cultural Center was the first building built on the IAIA campus
and one of the first cultural centers built on a tribal college campus. The
center is not only for cultural activities but also provides space for meetings
and academic classes. The campus has the Primitive Edge Gallery which
is set aside for student use. Each studio art major must present a body of
work and prepare a thesis as a graduation requirement. The Primitive Edge
Gallery provides the space for those presentations. Museum studies students
collaborate with the senior studio art majors to curate their shows. The
Books and periodicals (print and non-print)
Sound
Media
Videos/DVDs
Newspaper clips
Photos
All materials produced by the culture committees
Books include those written by Tribal members (fiction and non-fiction)
Salish Kootenai College Indigenous Mathematics & Science Institute has
developed, printed, and published many culturally competent K-12 books and
lessons.
The Oglala Lakota College
historical center is located at the
main administrative complex
at Piya Wiconi, and it contains
a pictorial history of the Oglala
Lakota people from the early
1800s through the Wounded Knee
Massacre of 1890. This building
also houses the Lakota Language
Institute and other academic
programs. The OLC archive houses
cultural artifacts, photographs,
books, and manuscripts in the
separate, climate controlled facility.
•
•
•
•
•
•
•
•
OLC Historical Center museum photographs of
Wounded Knee Massacre ca. 1890’s
The mission of the Sicangu Heritage Center is to collect and preserve for
current and future generations the papers, objects, and sites documenting the
history and culture of the Sicangu (Brule) people and to use these materials
to educate Tribal members and others interested about their heritage. The
archive houses papers, maps, oral histories, photographs, and newspapers.
SGU has a small research library of books about Native Americans. By
resolution of the Rosebud Sioux Tribal Council, SGU is the official archival
repository for the historical records of the Rosebud Sioux Tribe. By resolution
of the Sinte Gleska University Board, SGU is the official records repository for
the archival records of Sinte Gleska University. SGU encourages local people
to bring in family photographs and documents, student papers, and records of
student organization activities.
Photo Credit: OLC
The college does not have a cultural center, Native museums, or cultural
collection. Faculty and staff use the Tribe’s museum, Ziibiwing, and also the
7th Generation Cultural Center.
The Salish Kootenai College D’Arcy McNickle Library has an extensive cultural
collection called the “Confederated Salish & Kootenai Tribes Collection.” It
consists of the following:
Collections include: Rosebud Agency records, 1875-1931; Frank LaPointe
collection (1986.001); Rosebud Sioux Tribe collections; Sinte Gleska University
collections; records of Sicangu Oyate Ho, Inc.; records of the Rosebud Mission
of the Episcopal Church (1989.019); SGU elderly interview project (1994ongoing); small manuscript collections (the Rufus Eagle Bear collection; the
Francis Bordeaux, Sr. papers; the Harriet Colburn Collection); photograph
collections; Lakota Star Knowledge project collection (1986.003); Margaret
and Denton Bedford collection (2000.001); and map collection.
Sitting Bull College Library has an extensive and growing collection of Native
American books and other resources, including primary sources, books, audio,
and video publications. The library primarily aims to collect and maintain a
growing collection of these resources for the local community.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Times;” and instructional materials
on traditional plants were
among the work this past year.
Activities to revitalize language
included completion of language
endorsement for teachers; an audio
collection of Lummi language from
various anthropology collections
Paddle to Lummi canoe journey 2007
(365 CDs); a database of over 1,000 Photo Credit: NWIC
words in the Lummi language;
culturally relevant language materials, including lessons on the sounds of
Lummi language, everyday sayings, and grammar; and an instructional video
on cultural foods.
American
Indian in
Measures
Success
for Success
Higher for
Education
Stone Child College
Stone Child College does not have a cultural center on the campus; however,
it does hold many activities and cultural classes on campus. The vocational
technology building is used to hold feasts, cultural meetings, and cultural
classes. A space in the library has been reserved for the tribal archives. In
Sitting Old Woman Center, the cultural tech center houses many tribal digital
photos, videos, and other valuable media. The Western Heritage Center will
provide Stone Child College with a server containing oral interviews with
Tribal Elders.
The UTTC cultural center, located on the north side of campus, houses an
extensive art collection. UTTC also displays an extensive collection of Frank
Fiske prints in the wellness center healing room and is developing a college
archive on the campus.
Currently, the college has a small collection of cultural written materials. In
May 2007, the new Cultural Center and Museum of the Tohono O’odham
Nation held its grand opening, and the college is significantly connected to
this beautiful facility.
The Anishinabe Learning, Cultural, and Wellness Center has established
a Medicine Wheel Garden in 2006-07 for student and community use.
The garden serves as a place to collect thoughts, offer prayer and create
conversations as well as take in the aesthetics of the beautiful Turtle
Mountains.
The center is also host to a community round house and trading post that will
serve the many students, community members, and tourists who frequent
the campus and area. The trading post project is a project which will be used
to offer educational programs to students via entrepreneurial practicum for
future business students in classes, such as Starting Your Own Business.
The trading post will once again display local artisans work as part of a
consignment agreement within the store located in the trading post. Visitors
and students will also be able to use the Cyber Café and coffee shop to take
in the local culture or have conversations over coffee and do homework. This
project was funded by efforts of our local Pathways to Prosperity program
and USDA Rural Business and Entrepreneurial grant for $160,000. Currently
the project awaits the architectural blue prints and bidding process to begin
construction. The project should be completed by summer 2008. The building
will be in operation in fall 2008. TMCC has an archive that hold collections of
Native American artifacts, paintings, sculptures, baskets, quilts, photos, bead
work, and many other culturally relevant items.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section V. Student Enrollment and Graduation Trends by Major Group: AY 2003-04 to AY 2006-07
Indicator V.1 Accounting Fall Enrollment and Graduation Trends
150
120
90
Fall Enrollment
60
30
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
143
128
111
128
93
32
12
6
87
38
9
9
95
18
14
1
81
32
4
11
85
17
8
1
67
35
4
5
97
20
10
1
82
35
3
8
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
50
40
Graduation
30
20
10
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male
Total
Bachelor’s Degree
31
7
14
1
2
49
2
1
0
2
15
18
5
3
29
4
2
0
2
7
16
1
1
40
2
1
1
0
5
21
2
2
5
3
1
1
TCUs offering major: Cankdeska Cikana Community College, College of Menominee Nation, Fort Berthold Community College, Fort Peck Community College, Ilisagvik
College, Navajo Technical College, Oglala Lakota College, Sinte Gleska University, Southwestern Indian Polytechnic Institute, Stone Child College
Imputed Data: Southwestern Indian Polytechnic Institute - fall 2006 enrollment and AY 2006-07 graduation
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.2 Agriculture and Farming Fall Enrollment and Graduation Trends
80
70
60
50
Fall Enrollment
40
30
20
10
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
33
32
61
53
10
12
4
7
16
6
10
1
9
16
4
3
19
6
5
2
19
33
4
5
35
17
7
2
22
24
3
4
40
6
4
3
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
12
10
8
Graduation
6
4
2
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
1
0
0
0
0
0
0
6
0
0
0
0
1
0
2
1
0
0
3
0
12
0
0
0
0
0
0
0
5
1
0
3
0
6
0
1
0
0
2
0
0
2
0
0
4
0
TCUs offering major: Cankdeska Cikana Community College, Fort Berthold Community College, Lac Courte Oreilles Ojibwa Community College, Oglala Lakota
College, Sinte Gleska University, Sitting Bull College, Southwestern Indian Polytechnic Institute
0
0
0
0
0
0
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.3 American Indian Languages Fall Enrollment and Graduation Trends
200
150
Fall Enrollment
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
62
71
60
180
39
18
4
1
32
25
2
3
36
26
5
4
28
34
1
8
28
16
13
3
31
13
7
9
99
50
23
8
72
77
24
7
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
60
50
40
Graduation
30
20
10
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Diploma
Certificate
Bachelor’s Degree
53
8
17
8
0
3
8
8
0
30
0
0
0
0
0
0
1
0
5
9
2
1
4
5
1
1
15
0
2
0
0
0
0
0
0
0
4
6
0
0
2
2
1
50
0
0
0
0
0
0
0
0
4
11
6
0
3
7
3
3
4
6
1
0
1
1
0
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Diné College, Fond du Lac Tribal and Community College, Oglala Lakota College, Sinte
Gleska University
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.4 American Indian Studies Fall Enrollment and Graduation Trends
600
500
400
Fall Enrollment
300
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
430
386
428
538
193
219
14
4
215
197
11
7
189
157
27
13
252
94
21
19
263
150
12
3
302
111
7
8
323
186
21
8
385
124
13
16
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
100
80
60
Graduation
40
20
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
75
1
27
11
0
14
21
60
0
1
0
0
0
0
4
20
11
0
10
11
82
3
1
0
0
0
0
3
41
12
0
17
7
82
0
0
1
0
1
0
2
37
7
0
14
15
0
5
1
0
1
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, College of the Muscogee Nation, Diné College, Fort Belknap
College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal
College, Little Big Horn College, Little Priest Tribal College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Saginaw Chippewa Tribal College, Salish
Kootenai College, Sisseton Wahpeton College, Sitting Bull College, Stone Child College, United Tribes Technical College, White Earth Tribal and Community College, Wind River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.5 Art Fall Enrollment and Graduation Trends
300
250
200
Fall Enrollment
150
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
177
194
186
276
73
82
11
11
127
28
18
4
85
93
11
5
145
33
12
4
81
100
4
1
165
16
4
1
136
127
8
5
203
60
5
8
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
50
40
Graduation
30
20
10
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Bachelor’s Degree
41
16
7
15
2
23
0
1
0
0
13
1
4
3
31
1
1
0
0
9
6
12
4
15
0
0
0
0
4
0
8
2
0
0
1
0
TCUs offering major: Diné College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Institute of American Indian Arts,
Northwest Indian College, Oglala Lakota College, Sinte Gleska University, Stone Child College, Turtle Mountain Community College, United Tribes Technical College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.6 Automotive Technology Fall Enrollment and Graduation Trends
80
70
60
50
Fall Enrollment
40
30
20
10
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
69
77
79
72
6
56
0
7
57
5
7
0
13
57
0
7
69
1
7
0
9
60
0
10
67
2
8
2
3
62
4
3
61
4
7
0
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
30
25
20
Graduation
15
10
5
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
21
1
0
14
5
27
0
0
0
1
4
1
9
12
17
0
0
1
0
1
1
6
7
20
0
0
0
2
3
0
8
8
0
0
1
0
TCUs offering major: Cankdeska Cikana Community College, Fort Peck Community College, Navajo Technical College, Turtle Mountain Community College, United Tribes
Technical College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.7 Biology Fall Enrollment and Graduation Trends
300
250
200
Fall Enrollment
150
100
50
0
Baseline
Fall 2003
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Fall 2004
Fall 2005
Fall 2006
8
9
35
253
7
1
0
0
5
3
0
0
8
1
0
0
6
3
0
0
25
8
2
0
30
3
1
1
220
32
1
0
151
101
0
1
20
15
Graduation
10
5
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
7
7
0
9
0
0
9
0
18
0
0
16
1
9
1
0
8
1
0
0
TCUs offering major: College of Menominee Nation*, Diné College, Little Big Horn College
*Major initiated in fall 2005
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.8 Building Trades Fall Enrollment and Graduation Trends
800
700
600
500
Fall Enrollment
400
300
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
485
647
643
672
126
340
2
17
300
166
12
7
160
437
17
33
386
211
22
28
135
459
13
36
391
203
30
19
113
481
21
57
393
201
48
30
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
150
120
90
Graduation
60
30
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Apprenticeships
Diploma
Certificate
Associate’s Degrees
88
0
1
18
2
0
3
45
12
106
0
0
0
0
0
1
6
0
0
0
7
2
2
1
78
12
133
0
0
0
0
0
0
4
0
1
1
6
2
3
3
93
14
143
0
0
2
1
0
1
6
0
0
1
8
1
0
7
102
10
0
0
0
0
0
1
6
7
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, College of Menominee Nation, Fort Belknap
College, Fort Berthold Community College, Fort Peck Community College, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal College,
Navajo Technical College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Salish Kootenai College, Sisseton Wahpeton College,
Sinte Gleska University, Sitting Bull College, Stone Child College, Tohono O’odham Community College, Turtle Mountain Community College, United Tribes Technical
College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.9 Business Fall Enrollment and Graduation Trends
2000
1500
Fall Enrollment
1000
500
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
1424
1403
1387
1780
881
412
95
36
912
381
82
49
808
460
91
44
922
346
78
57
810
435
105
37
891
354
81
61
1138
510
98
34
1095
553
72
60
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
300
250
200
Graduation
150
100
50
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
237
12
107
30
5
41
16
244
2
15
0
2
7
0
19
118
24
5
45
13
256
2
14
1
0
3
0
14
134
30
2
41
19
275
1
13
0
1
1
0
16
137
21
4
54
18
4
16
0
0
4
1
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, Chief Dull Knife College, College of Menominee Nation, Diné College,
Fond du Lac Tribal and Community College, Fort Belknap College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Ilisagvik College, Keweenaw Bay
Ojibwa Community College, Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal College, Little Big Horn College, Little Priest Tribal College, Navajo Technical College, Nebraska Indian
Community College, Northwest Indian College, Oglala Lakota College, Saginaw Chippewa Tribal College, Salish Kootenai College, Sisseton Wahpeton College, Sinte Gleska University, Sitting Bull
College, Southwestern Indian Polytechnic Institute, Stone Child College, Tohono O’odham Community College, Turtle Mountain Community College, United Tribes Technical College, White Earth Tribal
and Community College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.10 Computer Science Fall Enrollment and Graduation Trends
300
250
200
Fall Enrollment
150
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
247
231
236
289
88
118
18
23
150
56
30
11
94
97
20
20
145
46
33
7
109
94
17
16
161
42
22
11
128
125
15
21
166
87
20
16
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
40
35
30
25
20
15
10
5
0
Graduation
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
26
0
13
0
1
9
0
36
0
0
0
0
3
0
0
10
1
0
18
3
37
0
1
1
0
2
0
1
12
1
2
8
1
33
0
6
0
0
5
1
1
11
0
2
11
2
1
3
0
0
2
0
TCUs offering major: Blackfeet Community College, College of Menominee Nation, Diné College, Fond du Lac Tribal and Community College, Fort Berthold Community College, Lac Courte
Oreilles Ojibwa Community College, Little Big Horn College, Oglala Lakota College, Salish Kootenai College, Sitting Bull College, Southwestern Indian Polytechnic Institute, Stone Child College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.11 Computer Technology Fall Enrollment and Graduation Trends
800
700
600
500
Fall Enrollment
400
300
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
603
473
399
427
265
285
29
24
477
73
30
23
212
226
19
16
360
78
22
13
177
199
9
14
309
67
13
10
151
231
28
17
294
88
30
15
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
150
120
90
Graduation
60
30
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
132
15
52
1
6
48
0
119
3
5
0
0
2
0
15
36
2
19
39
0
87
0
3
0
1
4
0
12
29
0
10
30
0
55
0
2
0
0
4
0
12
18
0
4
21
0
0
0
0
0
0
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, College of Menominee Nation, Fort Belknap
College, Fort Berthold Community College, Fort Peck Community College, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College, Little Big Horn College, Little
Priest Tribal College, Navajo Technical College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Sinte Gleska University, Sisseton
Wahpeton College, Southwestern Indian Polytechnic Institute, Tohono O’odham Community College, Turtle Mountain Community College, United Tribes Technical College,
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.12 Corrections/Law Enforcement Fall Enrollment and Graduation Trends
500
400
300
Fall Enrollment
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
330
383
446
464
58
58
68
146
85
31
137
77
88
61
57
177
109
40
155
79
114
80
67
185
125
69
107
145
73
136
69
186
90
119
69
186
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
200
150
Graduation
100
50
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
155
11
7
8
4
146
19
20
43
43
3
15
4
4
152
17
9
49
45
6
18
1
6
158
10
15
50
46
7
11
8
6
19
16
50
41
TCUs offering major: Bay Mills Community College, College of Menominee Nation, College of the Muscogee Nation, Comanche Nation College, Fond du Lac Tribal and Community College,
Leech Lake Tribal College, Sinte Gleska University, Sitting Bull College, United Tribes Technical College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.13 Education-Paraprofessional Fall Enrollment and Graduation Trends
1500
1200
900
Fall Enrollment
600
300
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
1397
1413
1156
1222
950
173
261
13
561
562
83
191
953
180
254
26
545
588
89
191
774
122
233
27
453
443
95
165
844
154
199
25
492
506
118
106
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
250
200
Graduation
150
100
50
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
242
8
158
3
2
25
2
224
21
14
5
0
3
1
9
150
0
0
23
0
239
1
40
0
0
1
0
10
158
0
1
17
0
232
1
51
0
0
1
0
32
138
0
2
19
0
5
33
0
0
3
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, College of Menominee Nation, Diné College,
Fond du Lac Tribal and Community College, Fort Belknap College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University,
Keweenaw Bay Ojibwa Community College, Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal College, Little Big Horn College, Little Priest Tribal College,
Navajo Technical College, Nebraska Indian Community College, Oglala Lakota College, Salish Kootenai College, Sinte Gleska University, Sisseton Wahpeton College, Sitting
Bull College, United Tribes Technical College, Southwestern Indian Polytechnic Institute, Stone Child College, Tohono O’odham Community College, Turtle Mountain
Community College, White Earth Tribal and Community College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.14 Education-Professional Fall Enrollment and Graduation Trends
400
350
300
250
Fall Enrollment
200
150
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
235
359
260
362
180
29
25
1
114
95
11
15
219
87
50
3
193
113
13
40
148
57
51
4
109
96
16
39
235
66
54
7
160
141
24
37
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
60
50
40
Graduation
30
20
10
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
42
7
3
16
0
0
4
54
2
0
9
0
0
1
0
4
28
0
0
9
47
5
0
6
0
0
2
0
0
29
0
0
12
33
0
1
5
0
0
0
2
1
16
1
0
5
0
1
7
0
0
0
TCUs offering major: Diné College, Fort Berthold Community College, Haskell Indian Nations University, Northwest Indian College, Oglala Lakota College, Sinte Gleska University, Sitting Bull
College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.15 Engineering Fall Enrollment and Graduation Trends
60
50
40
Fall Enrollment
30
20
10
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
22
23
20
55
8
14
0
0
19
3
0
0
7
16
0
0
23
0
0
0
3
17
0
0
16
4
0
0
6
48
0
1
45
9
0
1
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
10
8
Graduation
6
4
2
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
3
1
2
0
0
0
0
0
2
0
0
0
2
0
0
0
0
0
0
0
TCUs offering major: Diné College, Little Big Horn College, Salish Kootenai College, Southwestern Indian Polytechnic Institute, Stone Child College, Turtle Mountain
Community College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.16 English Fall Enrollment and Graduation Trends
40
35
30
25
Fall Enrollment
20
15
10
5
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
23
35
38
37
10
8
3
2
17
1
4
1
19
13
2
1
32
0
3
0
20
18
0
0
38
0
0
0
17
18
1
1
32
3
1
1
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
15
12
9
Graduation
6
3
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Bachelor’s Degree
12
7
1
3
0
7
1
0
0
0
2
0
3
1
14
0
1
0
0
3
4
3
4
3
0
0
0
0
2
0
TCUs offering major: Haskell Indian Nations University, Institute of American Indian Arts, Little Priest Tribal College, Turtle Mountain Community College
1
0
0
0
0
0
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.17 Environmental Science/Natural Resources Fall Enrollment and Graduation Trends
500
400
300
Fall Enrollment
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
383
414
377
347
120
207
26
30
282
45
40
16
140
218
22
34
283
75
41
15
130
195
20
32
275
50
33
19
133
177
17
20
251
59
24
13
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
100
80
60
Graduation
40
20
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
63
2
10
12
3
22
11
61
1
0
0
0
1
1
2
11
1
3
27
9
91
2
3
1
1
1
0
0
21
14
1
32
6
54
0
2
2
2
10
1
1
15
7
3
18
5
0
0
1
0
2
2
TCUs offering major: Bay Mills Community College, Blackfeet Community College, College of Menominee Nation, Diné College, Fond du Lac Tribal and Community College,
Fort Belknap College, Fort Berthold Community College, Haskell Indian Nations University, Ilisagvik College, Keweenaw Bay Ojibwa Community College, Lac Courte Oreilles
Ojibwa Community College, Little Big Horn College, Navajo Technical College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Salish
Kootenai College, Sisseton Wahpeton College, Sinte Gleska University, Sitting Bull College, Southwestern Indian Polytechnic Institute, Stone Child College, Turtle Mountain
Community College, United Tribes Technical College, White Earth Tribal and Community College, Wind River Tribal College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.18 Geography Fall Enrollment and Graduation Trends
25
20
15
Fall Enrollment
10
5
0
Baseline
Fall 2003
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Fall 2004
Fall 2005
Fall 2006
6
15
22
18
1
1
4
0
2
0
2
2
3
6
1
5
6
3
5
1
9
9
1
3
16
2
3
1
9
8
0
1
15
2
1
0
10
8
6
Graduation
4
2
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
1
1
0
0
0
7
0
0
0
0
0
0
0
3
10
1
1
1
1
TCUs offering major: Fond du Lac Tribal and Community College, Southwestern Indian Polytechnic Institute
0
2
0
2
4
1
1
2
2
0
2
0
2
0
0
0
0
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.19 Health Careers Fall Enrollment and Graduation Trends
350
300
250
200
Fall Enrollment
150
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
217
219
312
245
138
60
19
0
161
37
12
16
128
50
39
2
156
22
32
15
116
46
142
8
135
27
142
19
133
31
72
9
136
28
46
13
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
100
80
60
Graduation
40
20
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
25
5
12
0
1
3
0
59
4
0
0
0
0
0
9
16
0
0
3
0
93
21
8
0
2
0
0
12
19
0
1
5
0
75
41
11
0
3
1
0
18
16
0
5
7
0
12
12
0
5
0
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, College of Menominee Nation, Fond du Lac Tribal and Community College, Fort Belknap
College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College,
Little Big Horn College, Oglala Lakota College, Salish Kootenai College, Sisseton Wahpeton College, Stone Child College, Turtle Mountain Community College, United Tribes
Technical College, White Earth Tribal and Community College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.20 Hospitality Industry Fall Enrollment and Graduation Trends
200
150
Fall Enrollment
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
168
100
106
114
73
90
4
1
138
25
5
0
58
40
2
0
84
14
1
1
63
37
5
1
83
17
3
3
52
54
7
1
86
20
7
1
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
50
40
30
Graduation
20
10
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
45
19
4
15
1
47
5
1
0
0
19
9
13
5
29
1
0
0
0
5
9
6
6
27
2
0
1
0
8
5
11
3
0
0
0
0
TCUs offering major: Blackfeet Community College, College of the Muscogee Nation, Lac Courte Oreilles Ojibwa Community College, Navajo Technical College, Northwest Indian College,
Oglala Lakota College, Sisseton Wahpeton College, Southwestern Indian Polytechnic Institute, Stone Child College, United Tribes Technical College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.21 Human Services Fall Enrollment and Graduation Trends
1000
800
600
Fall Enrollment
400
200
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
741
860
758
747
384
127
166
64
351
160
115
115
462
163
163
72
371
254
112
123
438
150
122
48
414
174
78
92
458
143
116
30
415
189
71
75
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
200
150
Graduation
100
50
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
133
2
63
18
1
13
3
130
1
20
3
0
7
2
0
67
9
0
20
3
126
0
19
3
0
7
2
0
57
20
0
17
4
151
1
17
4
0
5
1
1
73
15
1
16
6
2
31
2
0
3
1
TCUs offering major: Bay Mills Community College, Blackfeet Community College, College of Menominee Nation, Diné College, Fond du Lac Tribal and Community College,
Fort Belknap College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Ilisagvik College, Lac Courte Oreilles Ojibwa
Community College, Little Big Horn College, Little Priest Tribal College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Salish
Kootenai College, Sinte Gleska University, Sisseton Wahpeton College, Sitting Bull College, Stone Child College, Tohono O’odham Community College, Turtle Mountain
Community College, United Tribes Technical College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.22 Liberal Arts/General Studies Fall Enrollment and Graduation Trends
4000
3500
3000
2500
Fall Enrollment
2000
1500
1000
500
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
3376
3848
3606
3381
1724
1035
432
185
1721
1038
257
360
2026
1098
517
207
2075
1049
320
404
1837
1107
452
210
1878
1066
301
361
1914
1223
157
87
2019
1118
142
102
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
500
400
300
Graduation
200
100
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
410
2
209
0
0
77
0
452
0
77
0
0
45
0
0
283
1
0
78
0
414
0
59
3
0
24
4
1
233
4
1
78
1
410
0
71
1
0
24
0
2
227
1
1
77
0
0
67
0
0
35
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, Chief Dull Knife College, College of Menominee Nation, Comanche Nation
College, Diné College, Fond du Lac Tribal and Community College, Fort Belknap College, Fort Berthold Community College, Fort Peck Community College, Haskell Indian Nations University, Ilisagvik
College, Institute of American Indian Arts, Keweenaw Bay Ojibwa Community College, Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal College, Little Big Horn College, Little Priest
Tribal College, Nebraska Indian Community College, Northwest Indian College, Oglala Lakota College, Saginaw Chippewa Tribal College, Salish Kootenai College, Sinte Gleska University, Sisseton
Wahpeton College, Sitting Bull College, Southwestern Indian Polytechnic Institute, Stone Child College, Tohono O’odham Community College, Turtle Mountain Community College, White Earth Tribal
and Community College, Wind River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.23 Mathematics Fall Enrollment and Graduation Trends
12
10
8
Fall Enrollment
6
4
2
0
Baseline
Fall 2003
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Fall 2004
Fall 2005
Fall 2006
4
12
11
5
3
1
0
0
2
2
0
0
6
6
0
0
6
6
0
0
3
7
0
1
6
4
0
1
0
5
0
0
5
0
0
0
10
8
6
Graduation
4
2
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
0
0
0
0
0
0
0
0
2
0
0
1
1
1
0
0
0
1
0
0
TCUs offering major: College of Menominee Nation*, Fort Berthold Community College, Little Big Horn College, Stone Child College, Turtle Mountain Community College
*Major initiated in fall 2006
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.24 Natural and Life Science Fall Enrollment and Graduation Trends
120
100
80
Fall Enrollment
60
40
20
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
108
70
86
94
74
30
4
0
86
18
1
3
55
12
2
1
58
9
1
2
56
27
2
1
65
18
3
0
62
26
5
1
75
13
4
2
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
20
15
Graduation
10
5
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
19
17
2
14
0
0
8
6
15
0
0
11
4
13
0
0
10
3
TCUs offering major: Haskell Indian Nations University, Little Big Horn College, Northwest Indian College, Oglala Lakota College, Sisseton Wahpeton College
0
0
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.25 Nursing Fall Enrollment and Graduation Trends
800
700
600
500
Fall Enrollment
400
300
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
653
666
691
769
425
33
178
17
371
87
140
55
466
44
143
13
378
132
109
47
471
53
147
20
434
90
119
48
562
43
126
38
476
129
115
49
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
150
120
90
Graduation
60
30
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
114
33
34
1
3
1
0
119
8
25
5
1
3
0
23
45
0
1
2
0
142
8
33
5
0
2
0
30
49
2
6
5
1
121
13
32
2
0
2
0
28
45
3
2
2
0
4
27
7
0
2
1
TCUs offering major: Blackfeet Community College, Cankdeska Cikana Community College, College of Menominee Nation, Comanche Nation College, Fond du Lac Tribal
and Community College, Fort Berthold Community College, Fort Peck Community College, Lac Courte Oreilles Ojibwa Community College, Navajo Technical College,
Oglala Lakota College, Salish Kootenai College, Sinte Gleska University, Sisseton Wahpeton College, Sitting Bull College, Turtle Mountain Community College, United Tribes
Technical College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.26 Office Administration/Technology Fall Enrollment and Graduation Trends
600
500
400
Fall Enrollment
300
200
100
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
351
355
532
500
286
44
18
3
234
96
9
12
280
45
28
2
209
116
15
15
361
72
72
27
243
190
14
85
359
64
75
2
258
165
57
20
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
150
120
90
Graduation
60
30
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
141
58
58
4
7
118
13
0
0
1
57
32
9
2
109
13
5
0
0
44
41
6
4
96
8
6
0
0
47
34
2
4
4
5
0
0
TCUs offering major: Bay Mills Community College, Blackfeet Community College, Cankdeska Cikana Community College, Chief Dull Knife College, College of Menominee Nation, Diné College, Fort
Berthold Community College, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College, Navajo Technical College, Northwest Indian College, Oglala Lakota College, Salish Kootenai College,
Sinte Gleska University, Sisseton Wahpeton College, Sitting Bull College, Southwestern Indian Polytechnic Institute, Stone Child College, Tohono O’odham Community College, Turtle Mountain
Community College, United Tribes Technical College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.27 Paralegal Fall Enrollment and Graduation Trends
50
40
30
Fall Enrollment
20
10
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
28
20
37
44
21
7
0
0
25
3
0
0
18
2
0
0
16
4
0
0
24
11
1
1
34
1
2
0
31
10
1
2
36
5
2
1
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
15
12
9
Graduation
6
3
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
Bachelor’s Degree
6
5
0
0
1
0
0
2
0
0
0
0
0
0
0
2
0
0
0
0
5
0
0
0
0
0
0
1
3
0
1
0
0
13
0
0
0
0
0
0
7
4
0
1
0
0
1
0
0
0
0
0
TCUs offering major: Navajo Technical College, Turtle Mountain Community College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.28 Science Fall Enrollment and Graduation Trends
300
250
200
Fall Enrollment
150
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
95
147
192
281
57
28
9
1
64
21
7
3
87
42
9
9
96
33
15
3
103
73
7
9
136
40
9
7
175
92
6
8
182
85
8
6
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
80
70
60
50
40
30
20
10
0
Graduation
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
66
0
44
0
22
57
0
0
0
0
0
37
0
20
65
0
0
0
0
0
42
0
21
39
0
1
0
1
0
28
1
10
0
0
0
0
TCUs offering major: Blackfeet Community College, Comanche Nation College, Fort Berthold Community College, Fort Peck Community College, Ilisagvik College, Lac Courte Oreilles Ojibwa
Community College, Little Priest Tribal College, Nebraska Indian Community College, Oglala Lakota College, Salish Kootenai College, Stone Child College, Turtle Mountain Community College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.29 Social Science Fall Enrollment and Graduation Trends
300
250
200
Fall Enrollment
150
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
90
126
109
257
55
26
7
2
62
19
9
0
83
32
5
6
70
45
4
7
76
23
9
1
59
40
7
3
174
67
11
5
149
92
8
8
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
60
50
Graduation
40
30
20
10
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Bachelor’s Degree
48
29
0
15
1
58
2
0
1
0
44
0
12
0
57
2
0
0
0
47
0
10
0
49
0
0
0
0
38
0
10
0
1
0
0
0
TCUs offering major: Bay Mills Community College, Diné College, Fort Belknap College, Fort Peck Community College, Navajo Technical College, Oglala Lakota College,
Salish Kootenai College, Turtle Mountain Community College
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.30 Vocational/Career Programs Fall Enrollment and Graduation Trends
250
200
150
Fall Enrollment
100
50
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
167
201
173
243
73
75
3
16
125
23
15
4
54
127
3
17
131
50
14
6
51
102
6
14
121
32
9
11
89
142
4
8
128
103
4
8
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
80
70
60
50
40
30
20
10
0
Graduation
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Certificate
49
7
7
28
4
54
0
0
1
2
5
8
36
2
65
0
0
2
1
7
12
33
8
43
1
1
3
0
6
9
22
3
1
0
2
0
TCUs offering major: Fond du Lac Tribal and Community College, Fort Berthold Community College, Fort Peck Community College, Ilisagvik College, Lac Courte Oreilles Ojibwa Community College,
Navajo Technical College, Oglala Lakota College, Salish Kootenai College, Sisseton Wahpeton College, Southwestern Indian Polytechnic Institute, Turtle Mountain Community College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator V.31 Masters Degree Programs Fall Enrollment and Graduation Trends
150
120
90
Fall Enrollment
60
30
0
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
94
122
106
109
43
21
26
4
40
24
25
5
63
23
28
8
51
35
3
33
54
24
23
5
3
75
0
28
58
23
23
5
64
17
3
25
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
20
15
Graduation
10
5
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- Non- Am.
Am. Non- NonInd.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Ind.
Total
Master’s Degree
18
14
4
18
0
0
15
1
10
2
0
8
1
12
0
1
5
6
0
1
TCUs offering major: Oglala Lakota College, Sinte Gleska University
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator V.32 Undeclared Fall Enrollment Trends
5000
4000
3000
Fall Enrollment
2000
1000
0
Total
Race & Gender
Full & Part Time
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
Baseline
Fall 2003
Fall 2004
Fall 2005
Fall 2006
4227
3753
3680
1833
2499
1106
378
244
1319
2286
48
574
2258
943
367
185
1271
1930
35
517
2227
939
338
176
1082
2084
59
455
942
493
262
136
359
1076
37
361
Indicator VI.1 Academic Core Curriculum Course Enrollment and Successful Completion Trends
Course
English Composition I
English Composition II
Communications
College Algebra
Introduction to Computers
Native American Studies
Number of
Students
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
AY 2003-04 AY 2004-05 AY 2005-06 AY 2006-07
4717
2752
58.3%
909
3125
1934
61.9%
592
3074
2082
67.7%
521
2996
1747
58.3%
636
3127
1814
58.0%
648
5249
3493
66.5%
951
4719
2825
59.9%
883
3040
2018
66.4%
572
2979
2050
68.8%
520
3465
2036
58.8%
825
3106
1819
58.6%
593
5862
3957
67.5%
1117
4619
2844
61.6%
863
2963
1945
65.6%
526
2779
1932
69.5%
468
3487
2120
60.8%
697
2980
1672
56.1%
698
5354
3616
67.5%
1170
Change
AY 03-04 to AY 06-07
4343
2481
57.1%
869
2770
1665
60.1%
503
3000
1946
64.9%
534
3351
1806
53.9%
723
3372
1838
54.5%
777
5268
3392
64.4%
1057
-7.9%
-9.8%
-1.2 pp
-4.4%
-11.4%
-13.9%
-1.8 pp
-15.1%
-2.4%
-6.5%
-2.8%
2.3%
11.9%
3.4%
-4.4 pp
13.6%
7.9%
1.3%
-3.5 pp
19.8%
0.4%
-2.9%
-3.1 pp
11.1%
Successful Completion: completed with grade “C” or higher, pp: percentage points
Imputed Data: Haskell Indian Nations University - AY 2003-04, Navajo Technical Institute - AY 2006-07, Southwestern Indian Polytechnic Institute - AY 2006-07
Missing Data: Bay Mills Community College, College of Muscogee Nation, Comanche Nation College, Fort Berthold Community College (Native American Studies), Fort Peck Community College (Native
American Studies), Turtle Mountain Community College (Native American Studies), Wind River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section VI. Course Enrollment and Successful Completion Trends: AY 2003-04 to AY 2006-07
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator VI.2 Vocational Core Curriculum Course Enrollment and Successful Completion Trends
Course
English Composition I
English Composition II
Communications
General Mathematics
Introduction to Computers
Native American Studies
Number of
Students
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
AY 2003-04 AY 2004-05 AY 2005-06 AY 2006-07
1302
697
53.5%
272
736
379
51.5%
198
746
513
68.8%
161
1244
614
49.4%
245
769
423
55.0%
118
943
621
65.9%
202
1240
666
53.7%
289
591
326
55.2%
178
709
484
68.3%
180
620
352
56.8%
96
846
423
50.0%
154
1048
692
66.0%
262
1143
609
53.3%
318
530
317
59.8%
135
559
395
70.7%
129
908
458
50.4%
199
1029
512
49.8%
281
766
467
61.0%
202
1258
701
55.7%
283
494
281
56.9%
100
651
426
65.4%
150
1185
647
54.6%
265
1130
580
51.3%
334
883
523
59.2%
237
Change
AY 03-04 to AY 06-07
-3.4%
0.6%
+2.2 pp
4.2%
-32.9%
-25.9%
+5.4 pp
-49.6%
-12.7%
-16.9%
-3.4 pp
-7.0%
-4.8%
5.4%
+5.2 pp
8.1%
47.0%
37.1%
-3.7 pp
182.7%
-6.3%
-15.8%
-6.7 pp
17.2%
No separate vocational core courses offered: College of Menominee Nation, Comanche Nation College, Diné College, Fond du Lac Tribal and Community College, Fort Belknap
College, Fort Berthold Community College, Haskell Indian Nations University, Institute of American Indian Arts, Keweenaw Bay Ojibwa Community College, Lac Courte Oreilles
Ojibwa Community College, Little Priest Tribal College, Nebraska Indian Community College, Saginaw Chippewa Tribal College, Sitting Bull College, Turtle Mountain Community
College, White Earth Tribal and Community College, Wind River Tribal College
Imputed Data: Navajo Technical College (AY 2006-07), Southwestern Indian Polytechnic Institute (AY 2006-07)
Missing Data: Bay Mills Community College, Blackfeet Community College (English Composition I, English Composition II, General Mathematics, Introduction to Computers,
Native American Studies), College of the Muscogee Nation, Fort Peck (Native American Studies), Ilisagvik College (General Mathematics, Introduction to Computers), Northwest
Indian College, Stone Child College
Course
Reading
Writing/Composition
Mathematics
Science
Number of
Students
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
Enrolled
Success Comp.
% Succ. Comp.
Withdrew
AY 2003-04 AY 2004-05 AY 2005-06 AY 2006-07
2193
1366
62.3%
514
3827
2234
58.4%
967
7343
4055
55.2%
1774
103
44
42.7%
37
1814
1089
60.0%
420
3515
2092
59.5%
866
6718
3728
55.5%
1760
96
47
49.0%
43
1670
1008
60.4%
393
3260
1703
52.2%
921
6301
3272
51.9%
1604
154
64
41.6%
53
1903
1051
55.2%
547
3265
1757
53.8%
910
6843
3552
51.9%
1791
188
101
53.7%
50
Change
AY 03-04 to AY 06-07
-13.2%
-23.0%
-7.1 pp
6.4%
-14.7%
-21.3%
-4.6 pp
-5.9%
-6.8%
-12.4%
-3.3 pp
0.9%
82.5%
129.5%
+11.0 pp
35.1%
Imputed Data: Cankdeska Cikana Community College (AY 2003-04), Chief Dull Knife College (AY 2003-04), Haskell Indian Nations University (AY 2003-04), Ilisagvik College (AY
2003-04), Navajo Technical College (AY 2006-07), Southwestern Indian Polytechnic Institute (AY 2006-07)
Missing Data: Bay Mills Community College, College of the Muscogee Nation, Comanche Nation College, Fort Berthold Community College, Wind River Tribal College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator VI.3 Remedial/Developmental Course Enrollment and Successful Completion Trends
American
Indian in
Measures
Success
for Success
Higher for
Education
Section VII. Online and Distance Education, Course Enrollment and Successful Completion Trends: AY 2003-04 to 2006-07
Indicator VII.1 Online and Distance Education
Distance education is important to the Tribal Colleges and Universities as the
majority of students are located in remote areas. It is not unusual for students
to live hundreds of miles from the institution. Online and distance courses
enable many students to enroll and continue their college studies through
advanced network and distance learning technologies. Distance education is
provided in three ways:
• O
nline courses offered by home institution via the internet asynchronously
• D
istance courses provided synchronously by institution–courses offered
by home campus via satellite, interactive television, internet, etc. to other
campuses or institutions synchronously
• D
istance courses provided to institution–courses offered on home campus
synchronously via satellite, interactive television, internet, etc. by external
providers (other institutions or campuses)
Work, Human Development, Life Span, Finite Math, Principles of Accounting
II, Computer Database, School Health Issues, Introduction to Sociology,
Psychology of Family Violence, Microsoft Word II, Written Communications I
and II, College Success Skills, Introduction to Psychology, and Statistics.
The geographic location of Bay Mills Community College presents some
distance-related challenges. Situated on the shore of Lake Superior in
Michigan’s upper peninsula, BMCC’s mission to “provide quality educational
opportunities, promote research, and facilitate individual development
in an accessible, community-based, and culturally diverse environment
that supports and maintains the Anishinaabe culture and language” is
implemented via course offerings in electronic format. While many oncampus courses use technology, virtual college classes are offered completely
online, allowing students to actively participate in learning, regardless of their
geographical location and other limitations that would normally inhibit their
attending traditional college courses.
CCCC infuses technology through the interactive video network (IVN) along
with state-of-the-art computer labs and wireless access throughout the
institution. The network comprises five of the North Dakota Tribal colleges
and allows students to take courses originating from another Tribal college.
A second IVN system was installed in the science room to give students the
opportunity to participate in experiments with the other Tribal colleges in real
time. The college offers an increasing number of online classes and also makes
them available to the other Tribal colleges in the state.
In addition to offering over 70 individual courses electronically, BMCC offers
an early childhood education associate of arts degree completely online.
Since its inception in 2003, 38 students have graduated from BMCC’s early
childhood education program, with numbers steadily rising each year.
As students become more familiar with computer technology, instructors
continue to infuse greater degrees of technology into their online courses.
Most recently, the college began offering web cameras with integrated
microphones to online instructors. This additional mode of instructor/student
interaction adds a more personal aspect to online courses, ultimately providing
students with a greater feeling of inclusion.
BCC has developed the following online courses: History of the Blackfeet,
Introduction to Computers, Programming Level II, Introduction to Social
The college has four computer labs and the library, where students may use the
computer for their courses using Moodlerooms (formerly WebCT). The college
has two Polycom systems for student or staff use for meetings, courses, and
interviews. The computer labs have at least 8-15 computers for student use.
The library has ten computers for public use. The college provides Internet and
college e-mail system for communication by faculty and staff. Depending on
the semester and courses offered in that semester, roughly 60-120 students
enroll in the courses.
initiated interactive Polycom
courses with four local high
schools. The system enables
two-way presentation of
classes between the college
and any other three nodes on
the network. An introductory
chemistry course was taught
to one of the networked high
schools, and a beginning
Cheyenne language course was
Photo Credit: CDKC
presented to another. The college
also serves as a site for degree completion programs through Rocky Mountain
College.
CMN does not yet offer any courses online. Individual faculty members do,
however, use personally developed web sites to support their courses.
Fort Belknap College began offering select classes in an online format in
2003. Now, whole programs are available online and in a hybrid online/
classroom format. Having classes and components of classes online has
improved classroom teaching by making it easier to promote writing across
the curriculum. The online class also allows instructors to ask discussion
questions that require critical analysis and facilitates the use of research
articles by allowing the instructor to post select research on the web site
for student perusal, eliminating a trip to the library to read reserved copies.
Online classrooms have reduced travel time to and from campus. They also
allow the administration to offer independent studies in a complete format
ensuring that the work being done is the same as the class being offered in the
classroom.
To move toward hybrid online or fully online courses, CMN has acquired
Moodle software. All faculty have received training on Moodle.
CMN requires that all students enroll in CMP180: Introduction of Computer
and Information Technology. This course covers basic e-mail and internet
research as well as Microsoft Word, Excel, Access, and PowerPoint. Most
of CMN’s curricula have incorporated the use of these applications, such as
student-faculty e-mail communications and student presentations using
PowerPoint. Accounting courses require the completion of Excel spreadsheets,
and so forth.
In 2006-2007, CMN piloted the use of iPod technology in three courses:
CHM101: Introduction to Chemistry, HIS121: Survey of American Indian
History, and SDE100: Introduction to Sustainable Development.
Several instructors taught their classes with the TANBERG system. A
computer attached to the TANBERG enables professors to use the internet to
teach, show pictures, or use the overhead projector. Students use their USB
ports to show PowerPoint images or present their projects.
FPCC offers the opportunity for education students to attain a bachelor’s
degree through distance learning programs. FPCC interfaces with VisionNet,
the primary provider of the video teleconferencing systems in the state of
Montana. FPCC has made a substantial investment in the acquisition of
costly equipment necessary for conducting the distance learning programs. Additionally, FPCC has invested in the technical personnel to operate the
system as well as updating the equipment whenever required. FPCC partners
with other Tribal colleges and state colleges to provide upper division
education courses through distance learning programs and has designated
certain classrooms for this specific purpose. The distance learning classrooms
provide the same services as the regular classroom setting in that students
and instructors have the ability to interact. The instructor has, through
the technical equipment, the capacity to provide visual aids, VCR/CD
projection, and computer programs, such as PowerPoint, with the VisionNet
system. Essentially, most aspects of a regular classroom setting are possible
through the distance learning model. In 2007, four FPCC students received
bachelor’s degrees from Rocky Mountain College and five received bachelor’s
degrees from Montana State University-Northern.
Ilisagvik College
FDLTCC offered 27 different courses online or as hybrids. The Minnesota
State Colleges and University System uses D2L as the platform for delivery of
online courses. American Indian courses are also offered to distant sites via
ITV, particularly the Anishinaabe language courses.
Ilisagvik has offered teleconference courses since early 2000. Currently
Ilisagvik uses Star Conferencing and has six active accounts which include an
administrative account for board meeting and other related uses. The distance
education coordinator sets up the teleconference access codes for faculty and
students. Teleconference courses do not have the visual component unless the
instructor incorporates it into the course.
Comanche Nation College has one room equipped with a TANBERG system
that transmits and receives distance learning. CNC offered general physical
science taught at Cameron University by Professor Kurtis Koll and broadcast
to students at Comanche Nation College. On occasion, Professor Koll visited
Comanche Nation College and taught students directly. This same class was
simultaneously broadcast to Duncan, Oklahoma, a satellite school of Cameron
University. Different set-up configurations allow screens to be seen from
different views in the room.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Ilisagvik has used Blackboard since 2001, but during the early years only a few
courses (2-3) ran it, mostly business and IT. Courses were mainly text-based,
and instructors and students communicated via e-mail, discussion boards,
and telephone. Currently, the college offers six to ten courses online each
semester in a variety of disciplines (business, IT, fire science, art history, and
geoscience). Most recently, Ilisagvik instructors have incorporated the use of
Blackboard in their classroom courses for class support and additional course
materials. Each new student who wishes to take an online course receives
training in how to use Blackboard.
A hybrid or blended course has all the online advantages but also has
teleconference incorporated into the course. Students, no matter where they
are, can log into Blackboard and sit by the phone for their audio instruction.
Occasionally instructors will incorporate the virtual classroom or chat sessions
for their class times while on the SMART Board. This type of delivery is
bandwidth intensive but provides a remarkable learning experience.
Ilisagvik began experimenting with videoconference in 2003 when funds
became available through a HUD grant to improve connectivity. GCI has
Internet wireless towers in every village, but the bandwidth was still not
enough (256kb) to make videoconference feasible for Ilisagvik to deliver
courses. Of great promise has been the agreement Ilisagvik signed with the
North Slope Borough School District (NSBSD) in summer 2007 for dual credit
enrollment. The NSBSD videoconference equipment and bandwidth are
superb compared to that of Ilisagvik College, and with cooperation between
the agencies, Ilisagvik can increase its presence in the high schools. The MOA
also addressed the need to have computer workstations in each village school
for dual credit and evening online courses. Much more will need to be done to
bring about total success, however the hardware issues have been resolved.
IAIA currently offers a series of seven distance learning courses under the
Native Eyes curriculum in the new Indigenous liberal studies major. These
courses offer students interdisciplinary exploration of a series of topics such as
Indigenous perspectives on humor, knowledge, nature, and place.
Keweenaw Bay Ojibwa Community College integrates technology and
technological innovations across the environmental science curriculum.
The college provides students with laboratory and field experiences that
simulate real world work situations and use the same equipment professional
practitioners use for sampling and monitoring earth resources in the
workplace. One online course was offered during the 2005-2006 school year,
introduction to environmental science.
The 2006-07 academic year saw an increase in Interactive television (ITV)
as a course delivery mode to the outreach sites. Training was provided to
instructors interested in learning best practices for ITV.
The college has an impressive distance education setup in the ITV room, but it
lacks a codec, a critical piece connecting the setup to the outside world. LLTC
had leased one from the University of Minnesota system for one year but sent
it back after it went unused. A plan needs to be developed and approximately
$6,000 raised to purchase the hardware; LLTC would also need to hire a
lab technician to help faculty use the equipment. Online activities for the
students are limited to Google applications, primarily e-mail.
Currently, LBHC has elected to halt its online and distance education activities
in favor of other priority needs that will eventually lead to redeveloping and
upgrading the program. LBHC is aware of the need for these activities in the
communities; the college collaborates with other institutes of higher education
which can provide this service. The college must take care of other priorities
first and make appropriate plans in order to develop a good online and
distance education program in due time.
Teleconference center at Anaktuvuk Pass (left) and Teleconference building at Atqasuk village
(right)
Photo Credits: IC
Distance education activities are a wonderful asset to the Nebraska Indian
Community College. The college uses a Title III funded interactive video
system for most of its coursework. This has allowed the college to offer more
The ITV system uses the state of Washington’s K-20 network to deliver
high speed, high quality audio and video transmissions and provides the
connections between sites. In addition to the Lummi main campus, NWIC has
six service sites (Colville, Muckleshoot, Nez Perce, Swinomish, Port Gamble,
and Tulalip) that are fully equipped with ITV classrooms. Each ITV classroom
is equipped with Polycom videoconferencing systems allowing for video and
voice communications between sites. The instructor can deliver a course
from one site while students at the other sites are able to see and hear the
instructor, as well as interact with the instructor and other students through
audio and video. Also, the classrooms are equipped with periphery audiovisual
equipment such as computer systems, DVD players, and document cameras so
that instructors may present a wide range of educational media.
NWIC delivers online courses using the Moodle course management system.
Currently, approximately 20 courses have been developed for online delivery
(not all courses are offered every quarter). In addition, NWIC offers numerous
classes in a hybrid format, with half of the contact hours online and half faceto-face or via ITV.
In addition to being a platform for delivering online courses, the Moodle
course management system supports face-to-face and ITV courses.
Instructors use the system at varying levels to facilitate communications,
distribute course materials, administer quizzes, and provide for online
assignment submission. This is particularly helpful for ITV classes where
distance separates the students from the instructor. For the fall 2007 quarter,
52 courses used Moodle in some capacity.
Through the individualized studies department, independent learning classes
are offered for students who live too far from a site, have time conflicts, work,
family obligations, and so forth. NWIC offers approximately 60 classes each
regular quarter and about 50 during the summer quarter.
OLC conducts its distance education in both an asynchronous internet/
online format and through interactive, synchronous televised format. While
most courses now have an
online component, such as
registration, e-mail instructor
contact, and the download
of content, the fully online
courses are a small fraction
of OLC’s instructional
programs. Interactive PicTel
(TV) is significant, especially
in the rural village college
instructional centers. The
Science by distance education
PicTel distance courses are more Photo Credit: OLC
effective in terms of teaching
and student outcomes.
One hundred and ninety-four courses have been developed for online delivery.
Computer engineering courses are delivered via videoconference.
There are SMART Boards in each of the college’s buildings. Michel and Pete
Beaverhead Science Building each have SMART Boards. Laptop computers for
development and delivery of online courses are available for all full- and parttime faculty. Videoconference equipment is available in the D’Arcy McNickle
Library, Pete Beaverhead Science Building, Michel Building, and Big Knife
Conference Room. KSCK-TV equipment includes cameras, a data projector,
and video cameras.
An ITV class transmitted to the
Swinomish Site
Instructor Brian Compton teaching an
ITV class at the Lummi campus
Photo Credits: NWIC
D’Arcy McNickle Library computers are dedicated to online students. In
the Michel Building, there is an online learning lab for faculty and student
training. SKC also has an online bookstore.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
courses with fewer faculty expenses. The learning curve for students and
the faculty has been interesting. The outcome is that more technology is
being introduced into the classroom through available programs, interactive
whiteboards, and videos.
American
Indian in
Measures
Success
for Success
Higher for
Education
Breeze software is used for delivering video via the internet to students, staff,
and faculty. Mac iSight computers with built in camera or camera with a
USB port are used for recording lectures, demonstrations, and more. Digital
podcast capability embeds lectures and videos into online courses. All PCs
have wav file capability. All online students receive free e-mail accounts when
they register for courses. The students were moved to a new e-mail system
called Zimbra.
All of the arts and sciences classes have a web presence through Moodle
(an open source online course management system). Courses on Moodle
are kept open to guests, so any interested students can see what students
do in, for example, HI-151: World Civilization I. The instructors hope to
generate interest in the courses, as well as to decrease some of the anxiety
or trepidation people might feel about having to take a history class. The
textbook for the special topics course on weather is found online at the
NOAA web site. Weather mapping and forecasting activities are done on the
computer as well as with traditional paper and pencil methods. Experiments
requiring equipment not available at the university or requiring a longer time
frame than feasible for science classes can be accomplished online.
The Sisseton Wahpeton College recently switched its primary e-learning
platform from Blackboard to Moodle. SWM has two servers for Moodle, one
for live production and a second for testing and backup. Related to this, SWC
also has a media server for storing video recordings and other media developed
for course use and linked to e-courses. The college uses a Polycom system from
the University of South Dakota for videoconferencing. Every classroom has an
instructor’s podium equipped with a computer and digital projector.
SWC does not wish to develop a large e-learning presence to offer courses
to students around the nation, but rather to use the technology in a hybrid
form to improve student success in the traditional classroom structure. This
will assist the students by allowing them to access their classes from home,
because gas prices have risen to the point that some students cannot afford to
drive to school each day. The college is creating computer software and small
interactive programs with Opus to enhance the learning experience. Currently
the majority of these programs target younger students in learning the
Dakotah language. However, several computer science and biology packages
are now in development.
Sitting Bull College continues to offer and receive courses via interactive video
network system with the North Dakota Tribal Colleges. The college offers
online courses but only on a limited basis and only with textbook companies
that support the platform.
Stone Child College
Stone Child College offers no online courses. Stone Child College is
researching the possibility of offering a few courses in alternative energy from
another institution via Blackboard.
Currently TMCC offers approximately 21 online courses per semester (fall and
spring). The courses range from composition to biology. TMCC also offers
around six courses per semester via Interactive Video Network (IVN) through
a consortium to the other Tribal colleges within the state. Technology is
infused by every instructor and is reflected in their syllabi. Each classroom
at TMCC has a computer and overhead projector, which instructors use for
classroom PowerPoints or to access the internet. Online courses are very
popular, and the completion rate is about the same as for face-to-face classes
(74%).
UTTC offers five A.A.S. degree programs completely online in nutrition
and food service, elementary education, early childhood education, health
information, and injury prevention. NCA has approved the offerings. The
college also offers a certificate program in medical transcription.
UTTC has over 75 courses developed online. UTTC offers various training
programs online. During summer 2007, UTTC offered training in Indian
Country Environmental Hazard Assessment Program (ICEHAP) online
through a partnership with EPA, BIA, and FDA. Eighteen participants from
nine states and 13 Tribes participated in the training. In addition, UTTC
offered training in suicide prevention during summer 2007.
Online Courses:
Offered by home campus via the internet asynchronously.
Number of
AY 03-04
Courses Offered
Students Enrolled
Students Successful Completion
% Successful Completion
Students Withdrew
Average Number of Faculty per Term
567
3602
1968
54.6%
567
45
AY 04-05
583
3285
1962
59.7%
560
50
AY 05-06
611
4,305
2,533
58.8%
971
62
AY 06-07
Change
AY 03-04 to AY 06-07
618
4827
2745
56.9%
1434
59
9.0%
34.0%
39.5%
+2.3 pp
152.9%
31.1%
Distance Courses Provided by Home Campus:
Via satellite, interactive television, internet etc. to other campuses or institutions synchronously.
Number of
AY 03-04
Courses Offered
Students Enrolled
Students Withdrew
Faculty Teaching Distance Courses
Sites Courses sent per Term
153
930
525
56.5%
72
76
27
AY 04-05
191
967
629
65.0%
153
109
31
AY 05-06
281
2536
1477
58.2%
520
163
45
AY 06-07
Change
AY 03-04 to AY 06-07
270
3282
1758
53.6%
777
134
56
76.5%
252.9%
234.9%
-2.9 pp
979.2%
76.3%
107.4%
Distance Courses Provided by External Sources:
Via satellite, interactive television, internet, etc. by external providers synchronously.
Number of
Courses Offered
Students Enrolled
Students Withdrew
AY 03-04
80
617
260
42.1%
0
AY 04-05
66
407
213
52.3%
56
AY 05-06
90
572
323
56.5%
152
AY 06-07
Change
AY 03-04 to AY 06-07
70
454
221
48.7%
136
-12.5%
-26.4%
-15.0%
+6.6 pp
from 0 to 136
Students enrolled include headcount (duplicated) of all students taking online or distance courses
Successful completion defined as grade “C” or higher
pp: percentage points
Faculty teaching distance courses presents average number of faculty teaching online courses (both FT and PT) counted once (no duplicates)
Imputed Data: Fond du Lac Tribal and Community College (AY 2003-04)
Data Missing: Bay Mills Community College, College of the Muscogee Nation, Fort Berthold Community College, Ilisagvik College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator VII.2 Online and Distance Course Enrollment and Successful Completion Trends
American
Indian in
Measures
Success
for Success
Higher for
Education
Section VIII. New Majors, Departments, Degree Offerings, Instructional Support, and Evaluation of Student Learning
Indicator VIII.1 New Majors, Departments, and Degree Offerings: AY 2006-07
In response to student inquiries, the BMCC Curriculum Committee is
reviewing the development of an associate of arts degree in general studies as
an addition to the current associate of science degree in general studies.
The Native American Career and Technical Education Program (NACTEP) is a
Department of Education-funded project designed to meet the vocational and
technical education needs of the adult members of the Fort Belknap Indian
Reservation. The previous project was called Native American Vocational and
Technical Education Program (NAVTEP) and has been refunded under the
NACTEP grant. Under the new project, two new one-year certificate programs
were added: carpentry and Tribal management.
The following new programs were added in the academic affairs department as
part of the master plan:
• A.S. in Hospitality, transferred from NVOED grant
• Tribal advocacy two-year degree, Tribal Council request
• Coaching certificate, request from public schools and youth programs
• Health and physical education, revived prior curriculum
• Gerontology certificate, revived prior curriculum under human services
• A.S. in Forestry, request from BCC board
• Environment science, in conjunction with the science research
• Applied science degree in NACTEP (Native American Career and Technical
Education Program) entrepreneurship
CMN developed a certificate program in entrepreneurship to support
community members interested in starting businesses. Participants can
complete the program in one year, and a few of the courses meet requirements
in the CMN associate of arts and sciences, business administration program.
Students participating in this program are eligible for Johnson Foundation
Scholarship funds. Additionally, students in a number of other degree
programs such as microcomputer specialist or early childhood education
may be eligible for Johnson Foundation scholarships if they simultaneously
complete the entrepreneurship certificate.
Comanche Nation College offers Comanche I, II, and III, Indigenous Art,
and Teaching Culturally Responsive Students. All courses taught at CNC are
required to administer Comanche or Tribal culture in their curriculum. The
academics department focused on developing degree plans in applied science
in the areas of history, art, science, mathematics, and Comanche studies.
The addition of the associate of science degree in nursing is a response to the
need for more Native nurses and was part of the institutional master plan.
The medical coding A.A.S. degree was changed to a one-year certificate
program. The truck driving/ heavy equipment program was separated into two
certificate programs. The two programs will allow for additional employment
opportunities in the transportation industry.
Ilisagvik College
New options in Tribal management and public administration have been
added to the management degree curriculum. Tribal management was added
in response to village Tribal council needs and the public administration in
response to local government needs. New options in construction trades have
been added to answer industry needs.
The bachelor of arts in Indigenous liberal studies degree was introduced and
will be implemented with the class entering in fall 2007. The faculty council
approved the major in 2004, and the board of trustees and Higher Learning
Commission approved it soon after.
The new chair, Stephen Wall, J.D., spent a year working with faculty and
students to develop the curriculum, which was approved by the faculty
curriculum committee in May 2007. The purpose of the program is to address
the need for a broad-based liberal studies degree to develop excellence in
reading, writing, critical and creative thinking, speaking, and problem-solving
to prepare students for Tribal leadership roles, graduate school, and/or
professional training programs. It was also understood that aspiring artists
and writers will benefit from a full-fledged Indigenous liberal studies program.
Course content focuses on Native American histories, cultural concepts, and
ideas as well as learning the basic Western canon in the arts, humanities,
social, and natural sciences.
An associate of science degree in casino management was re-established at
the request of the Tribal administration and the casino management of the St.
Croix Chippewa Reservation. The college had eliminated this degree program
in the late 1990s due to low enrollment. The curriculum for the degree was
rewritten with funding provided by a Perkins grant.
OLC established a new degree in AY 2006-07 in the social work department
under the existing human services group. A comprehensive program review
by OLC administrators revealed a need for human services programs which
possessed national Council for Social Work Education (CSWE) accreditation.
Students and employers would be assured the highest degree of academic
preparedness and excellence. A B.S.W. degree was established, and other
social services and counseling degrees were phased out. Liberal arts education
degrees in literature and the social sciences were also established in the
existing humanities and social sciences department of the college. These
bachelor of arts programs will prepare students for further graduate study in
business and law, as well as for teaching at the secondary (high school) level
when combined with other teacher training certifications.
LLTC added a new Associate of Arts in Liberal Education (STEM emphasis)
in AY 2006-07. It is an addendum to the A.A. degree so that the college can
track STEM students, funded by NSF. The college is developing the curriculum
for the security training program being provided to the Northern Lights
Casino security staff. A grant from the state of Minnesota’s Jobs Partnership
program funds this training. The carpentry program has contracted with the
Red Lake Housing Authority to construct two 964 sq. ft. two-bedroom homes
to be relocated to the reservation this spring. This project provides carpentry
and construction electricity students with hands-on experience and learning.
Two new programs were implemented in the 2006-07 academic year, an
associate of applied science in early childhood education transfer degree and
a professional-technical studies
certificate (with emphases in
office professions, casino gaming
technician, and Coast Salish art).
The early childhood education
(ECE) program was established,
because Tribal early childhood
programs (Head Start, childcare,
and other infant, toddler, and
preschool programs) increasingly
require their staff to have excellent Graduation 2007
ECE teacher training, achieve their Photo Credit: NWIC
two-year degrees, and move on
toward their four-year degrees.
NWIC responded to this need by developing a degree combining strong
early childhood teacher preparation with general education requirements
that transfer into bachelor’s degree programs. In this way, students are
well-prepared for both roles as teachers and caregivers; children are better
served by NWIC students; and students can more easily move into four-year
programs. The professional-technical studies certificate was developed in
response to the training needs of local tribal communities served by NWIC.
SKC offers new majors in social work, elementary education, and computer
engineering. These majors were established based on student interest surveys
and the SKC master plan and eventually will include B.A. programs in all
relevant disciplines as either external or internal funding becomes available.
The university partners with the Rosebud Sioux Tribe and Radiance, Inc. of
Huntsville, AL in a research and design initiative to provide research and
design opportunities for students in advanced electronics. A new two-year
degree in closed-circuit board manufacturing was created as a result of this
project. Jobs have been created in advanced technology fields as a result
of this partnership. The partnership also has provided a foundation for an
engineering degree.
Stone Child College
Stone Child College added the construction technology certificate/degree,
the fine arts degree, and allied health degree during the 2006-07 academic
year. These degrees were added because of community interest and the need
for trained employees in these fields for the various Tribal programs on the
reservation. Surveys were developed and completed to determine what type of
degrees students, community members, and employers wanted offered at the
college. These three degrees were selected according to the present demand on
the reservation.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
The process plant technology program is part of the vocational department.
This program is offered through a collaborative agreement with Bismarck
State College’s Energy Technology Department and TMCC. The program
prepares students in all aspects for operating refineries, ethanol plants,
process plants, and related industrial facilities. Students gain the skills
and technical background needed for entry-level employments as process
operators. Students learn the technical and safety aspect of plant operations,
the responsibilities of plant operators, and mechanical and chemical
technology needed for working in related industrial operations. The process
plant technology program may be completed in four semesters. Students have
the option of earning a certificate, or an associate in applied science (A.A.S.)
degree depending upon the number of general education courses taken.
Like other Tribal Colleges and Universities, United Tribes Technical College
is exploring the development of baccalaureate degree programs because
of student demand. UTTC already offers upper division coursework in
elementary and early childhood education through an articulation agreement
with Sinte Gleska University and funding from the U.S. Department of
Education, in response to federal legislation (No Child Left Behind Act).
The TCU collaboration has produced ten graduates with four-year teacher
education degrees. In 2007, UTTC established an upper division and
advanced degree working group to initiate the development of four-year
degree programs in early childhood education, business management,
criminal justice, community health, nutrition and food services, and health
information technology. This effort received financial support from the
American Indian College Fund in partnership with the Eli Lilly Foundation.
The offering of baccalaureate degree programs will become the focus of an
institutional change for UTTC’s next accreditation evaluation in 2010.
UTTC is also upgrading its Native American cultural education programming
based upon the intertribal character of the UTTC student population. The
college has scheduled a research lecture series with prominent Native
American professionals during the academic year. UTTC also offers leadership
development coursework focusing on issues impacting American Indian
communities (e.g., Tribal voter education, climate change, Tribal homelands
management).
Support for Core Curriculum Courses: All new students take the ACT ASSET
placement exam to evaluate their present levels of reading, writing, and math
abilities. They do not advance to college-level courses until they have attained
the requisite skills. All BMCC students have access to a full-time student
support services coordinator, who provides academic assistance through peer
tutors and professional tutors. Students may also seek assistance through
computer tutorials provided in the BMCC library. The TRIO program for
student support services is available for students who meet the financial
guidelines, are first-generation college students, or have a disability.
Support for Remedial/Development Courses: Reading comprehension,
written communication skills, fundamentals of mathematics, and
fundamentals of algebra are the developmental courses with the highest
enrollment. By learning the basics in each subject, students further their
certificate and degree program goals.
Evaluation and Assessment of Student Learning: Assessment is a
continuous process of review and refinement at the course, program, and
institutional levels. Faculty and administration are engaged in ongoing
assessment activities measuring student learning based on specific goals
and objectives in all courses and programs. Resulting regular feedback helps
to strengthen instructional practices and to further develop strategies for
improved learning.
Support for Core Curriculum Courses: Instructors use pre- and post-testing
to assess student knowledge and core course curriculum. In addition, all
students take the COMPASS assessment upon enrolling at BCC to ensure
that they have the prerequisite knowledge to pass core courses. The academic
enrichment services department operates and staffs a student learning center
with computer access and one-on-one tutoring. The college has also closed the
student common area one night per week to all activities except study groups
and tutoring. This allows students who do not have time during the day, or
who do not have an adequate place to study, the opportunity to complete
coursework.
Support for Remedial/Development Courses: The remedial courses with the
highest enrollment at BCC are:
• College Reading, HUD 101, a course to help students develop basic reading
and comprehension skills; and
• Introduction to Composition, ENG 108, a college preparatory course to help
students identify major parts of speech, identify major sentence elements,
and write short essays with attention to the basic components of successful
compositions.
Evaluation and Assessment of Student Learning: Currently instructors use
pre- and post-testing, as well as standard assignments and tests, to assess
student learning in all courses.
Support for Core Curriculum Courses: Faculty members, as well as peer
tutors, are available to assist students. Student Support Services provides
tutoring and advising services. Software was purchased for basic math courses
to assist students developing their mathematics skills. Students have easy
access to library services, personal computers, and other equipment.
Support for Remedial/Development Courses: Remedial courses are available
for Basic Mathematics, Basic Mathematics III, and Technical Communications.
Evaluation and Assessment of Student Learning: Assessment of all students’
learning provides evidence at multiple levels including classroom courses and
program areas.
• Classroom course assessment: Faculty members select activities and
exercises to determine if students are learning what was intended. The
faculty members evaluate the results to decide if changes are to be made in
future class meetings.
• Program Area Assessment: The Assessment Committee collects data that
show whether the graduates are employed in their field of study and if
employers are satisfied with the graduates’ knowledge, skills, and attitudes.
CCCC clearly defines the goals for undergraduate programs and certificates
by identifying the expected learning outcomes for each.
Support for Core Curriculum Courses: The college provides tutors in math,
science, and communication arts. Tutors for groups or individuals are
scheduled to meet student needs.
The college developed and implemented a placement test to meet local needs
in math subjects. Students are tested and placed according to test scores.
The remedial math, introductory algebra, and intermediate algebra tests are
delivered via a computerized program which requires students to achieve an
80 percent level prior to moving on to the next level.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator VIII.2 Instructional Support and Evaluation of Student Learning
American
Indian in
Measures
Success
for Success
Higher for
Education
A student learning center was established with 18 computers available
for student use. The computerized math program and other instructional
software are available at each computer station; tutors are available in the
center; and instructors are encouraged to meet with students in the center as
their schedules permit.
A 100-level science course was developed to assist those students testing at a
low level in science.
The remedial language/reading program is staffed by a full-time instructor to
assist students needing additional skill
enhancement prior to placement in core
curriculum courses.
Support for Remedial/Development
Courses: The remedial math program
consistently has the highest enrollment
at Chief Dull Knife College. All remedial
courses are designed to assist students
in transitioning to the core curriculum
courses required for graduation.
Photo Credit: CDKC
Evaluation and Assessment of Student Learning: All courses at CDKC
are evaluated at the end of each semester by the students enrolled in the
course. Committees are in place to review the assessments of students and
to recommend adjustments as necessary. All instructional activities are also
evaluated by the academic dean.
Support for Core Curriculum Courses: CMN’s STEM faculty in 2006
piloted the standardization of a sequenced math curriculum: MAT045,
MAT090, and MAT106. MAT106: College Algebra is a gateway course
for many STEM courses. Data are currently being collected, and a report
on the standardization will be completed during Summer 2008. CMN’s
communications/English faculty piloted a standardized oral communications
course, COM100, and began the standardization of a sequenced composition
curriculum ENG090, ENG101, and ENG102. Full implementation of the
standardized curriculum will begin in fall 2008.
Support for Remedial/Development Courses: MAT045: Basic Mathematics
and MAT090: Fundamentals of Math (Pre-Algebra) as well as ENG090:
Fundamentals of English (Basic Composition) have the largest enrollments.
These courses directly prepare students for college-level course work: ENG101:
Introduction to College English and MAT106: College Algebra.
Evaluation and Assessment of Student Learning: Primarily for instructional
improvement, CMN requires all students in EDU100: Student Success
Strategies (a freshman course) and EDU295: Student Portfolio Seminary
(a graduating student course) to take a CAAP exam. The CAAP exam
covers critical thinking, mathematics, science, reading, and writing for
comprehensive assessment of a student’s readiness for junior-level course
work.
CMN’s Assessment of Student Learning program currently assesses the
general education core curriculum. In 2006-2007, the Assessment of Student
Learning Committee oversaw the completion of degree program outcomes.
The faculty are currently completing a comprehensive curriculum map for
general education objective learning outcomes and degree program outcomes.
When complete, degree program outcomes will be added to the student
portfolios.
Support for Core Curriculum Courses: The introduction of EarthWalk
mobile laptop labs to the Comanche Nation College LPN program has yielded
significant improvements in clinical research, preparation, and performance.
In this particular LPN program, where students study independently on a
flexible, self-paced schedule, this technology has been crucial to improving
time management, self-efficacy, and timely program completion. Prior to
the Bridges project, 100 percent of CNC LPN students required extensions
to complete the program in as many as 24 months, and only 43 percent
successfully completed the program. Now, with the availability of EarthWalk
technology from the day students enter the program, completion times have
reduced dramatically. For the most recent cohort, 80 percent completed the
program in less than 14 months, and 50 percent of those students completed
the program in 12 months.
Support for Remedial/Development Courses: The math refresher tutorial
course provides basic math and is offered at no cost to students. Beginning
algebra grades performance as either satisfactory or unsatisfactory. It is
accepted as a college-level course. Intermediate algebra builds on beginning
algebra. The small classes provide individualized attention. Developmental
writing, a zero level course, prepares students for college writing. Basic
composition, a zero level course, prepares students for English Composition I.
Diné College
Support for Remedial/Development Courses: The developmental courses
with the highest enrollment are the mathematics courses. Students
pursuing an A.A. or A.S. degree must successfully pass college algebra.
The developmental courses are prerequisites to this course. Student may
either place into college algebra or complete the sequence of developmental
mathematics courses. Students having academic difficulty have access to the
math tutors in the learning center. Additionally, in order to graduate from
Diné College, students must demonstrate reading proficiency by passing the
reading proficiency requirement for graduation or successfully passing the
sequence of developmental reading courses.
Evaluation and Assessment of Student Learning: Diné College has a
comprehensive academic assessment program dedicated to the evaluation
and continuous improvement of teaching and student learning. The purposes
of the program are to 1) specify measurable student learning outcomes in
accordance with the college mission; 2) assess student learning in terms of
the outcomes; 3) analyze the data; 4) use the results, informed by other data
as necessary, as a basis for improving and modifying teaching and programs
for students. The college has developed an iterative process for divisions to
follow in developing and implementing assessment of student achievement.
Assessment originates with division faculty, who develop assessment plans
that include program mission, goals, outcomes, and assessment measures.
Plans are developed for degree programs and in the course of assessing
the outcomes – student learning in most courses is assessed. Faculty
implements the assessment plans by administering the assessment measures,
analyzing resulting data, and making recommendations for improvement in
programs and teaching. Divisions submit reports outlining the results and
recommendations to the assessment committee for review, divisions then
implement the recommendations and repeat the assessment cycle. Divisions
have been charged with oversight of applicable general education goals.
They develop and implement plans for general education goals following
the procedures described above for degree program assessment. By cycling
through the general education goals and outcomes, all general education
courses are assessed.
Support for Core Curriculum Courses: To meet the needs of students, the
college’s faculty advisors assist students with course planning and selection.
General advisement is available for students seeking any degree. While
all staff and faculty work to assist students in achieving their educational
and professional goals, the SSS program on campus, Providing Resources,
Opportunities, and Possibilities (PROP), focuses specifically on students who
are either low income, have a disability, or are first-generation students. PROP
offers tutoring, assistance with transition into college, various workshops
regarding academic, career, and transfer advisement, and many other
opportunities for student success. Access for individuals with disabilities,
accommodations, and support are provided through the disabilities services
office. The Center for Academic Achievement (CAA) offers peer and
professional tutoring for students, test proctoring, and space for individual
and group study. The CAA is a place students may work and be assisted in
computer applications and online environment, relax, make up tests, and view
classroom videos, listen to audios, and access textbook answer keys and study
guides.
Support for Remedial/Development Courses: The developmental math,
reading, and English courses focus on the foundation and basic knowledge
necessary to enhance understanding of and future success in college-level
coursework.
Evaluation and Assessment of Student Learning: Student learning is
evaluated through the master academic plan that consists of 13 general goals
centered on the fulfillment of the institutional mission. Each course and
program has specific goals and outcomes with assessment instruments such
as self-assessment competencies and learning needs, portfolios, assessment
activities tied to coursework, classroom participation, homework assignments,
and testing situations related to the goals and outcomes and for assessing
student learning.
Support for Remedial/Development Courses: Based on the COMPASS
placement tests, the highest enrollment in remedial/developmental courses is
math and English. All students required to take the remedial/developmental
courses are advised to plan academically and financially for more than four
semesters of full-time coursework to complete their program requirements
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Evaluation and Assessment of Student Learning: The students are evaluated
through the standard of academic progress. New and returning students
are required to maintain a 2.0 GPA (C average) over the course of all enrolled
terms. If a student’s grade point average fails to meet the standard of
academic progress, a first offense will result in academic probation; this will
not affect student financial aid. Upon returning to the college, the student
must complete the semester with a grade point average of 2.0 for the academic
probation to be lifted.
American
Indian in
Measures
Success
for Success
Higher for
Education
and graduate. Some students come from a high school with a CRT math
ranking at five percent, compared to the national average of 54 percent.
assessed in all of the courses and by each degree program. The college faculty
assesses student learning through tests, application projects, portfolios, and
hands-on labs. The remedial/developmental math classes issue a pre- and posttest.
Support for Core Curriculum Courses: The following are available to FPCC
students: free tutoring in almost all academic areas; Search and Rescue
(personal) retention services; gasoline vouchers for need-based, academically
qualified students; academic and personal counseling/advising; and liaison
between students and instructors to solve immediate issues/problems.
Support for Remedial/Development Courses: College preparation courses
do not count toward degrees or certificates and do not satisfy any general
education requirements. CP 085 Pre-College Math and CP 090 Developmental
Writing are the two remedial/developmental courses with the highest
enrollment - ratio of five to one - math to writing.
Evaluation and Assessment of Student Learning: Evaluating student
learning is the responsibility of the instructors. Each instructor must complete
a course syllabus that includes an explanation of how students will be graded.
Each student enrolled in the class receives the written syllabus. Instructors
may use any of several methods
to evaluate student learning:
written tests, performance on
weekly assignments, group
projects, and demonstrations
of skills learned. At the
minimum, instructors must
give midterm grades and final
grades indicating the degree
Fort Belknap students in class
of performance in meeting
Photo Credit: FBC
the learning objectives. Courses required for those students who intend to
transfer into a bachelor’s degree program are aligned with other colleges and
universities. The assessment officer reports to the faculty twice per year on
assessment and evaluation results, such as the Student Evaluation of Teaching
survey, the Student Evaluation of Advising survey, the Student Satisfaction
Survey, core course completions in academic and vocational programs, and
enrollment and graduation in each program by race, gender, full-time and
part-time. Copies of the statistical tables and data analysis are included in
the annual strategic planning manual printed and distributed to all FPCC
board members and administrative staff. The assessment section includes
comparisons to other tribal colleges and community colleges.
Ilisagvik College
Support for Core Curriculum Courses: The college conducts student
assessment prior to admission to a core class to ensure correct placement at
the student’s ability level. Once placed, the student is known to be capable
of success in that course level and is exposed to general format, college
assignment requirements. Support available to the students includes:
tutoring; guided study; peer tutoring; student advocate assistance; and student
with disabilities (IAW requirements) assistive programs.
Support for Remedial/Development Courses: Upon enrollment for courses
at Ilisagvik College, students are given the COMPASS test to determine their
level of competency in English and math. The test is used for placement into
developmental programs. Approximately 68 percent of students enrolling at
Ilisagvik College place into developmental courses.
Evaluation and Assessment of Student Learning: All instructional programs
carry out an annual assessment of student learning in which the program
outcomes are evaluated. Programs compare data over two years and complete
an analysis of their programs. Analysis of these data and other more
subjective, qualitative factors will identify potential areas for improvement.
Conclusions are then compiled into a program action plan for the next year.
The action plan becomes the most important part of the assessment process.
All programs must identify some actions they will undertake to bring about
enhanced student achievement of the programs’ outcomes. It becomes the
responsibility of the faculty and the dean of instruction to follow up on the
proposed actions during the next academic year. The registrar’s office provides
the data to complete these assessments.
Support for Remedial/Development Courses: IAIA offers two levels
of remedial math and remedial English. English includes both reading
and writing skills. In addition, all freshmen are required to take Native
Foundations for College Success, a course offering study and transition skills.
The college has a full-time mental health counselor. IAIA provides a tutoring
lab, staffed between 20 and 30 hours per week, and critical skills instructors
housed in the Learning Support Center maintain an open door policy.
Support for Core Curriculum Courses: The college regularly offers a study
skills course and developmental courses in English composition and math.
Specific study skills courses for reading and math are offered on an as-needed
basis. With small class sizes, students enjoy individual attention from
instructors who are committed to providing individual tutoring outside of
class for those who need it. The college is revising its math curriculum based
on students’ needs for instructional time on specific topics and cohesive
sequencing of courses.
Support for Remedial/Development Courses: The developmental course
LS101 Learning Skills has the highest enrollment. This course teaches
students how to budget their time; take and review lecture notes; read,
highlight, and review textbook chapters; study for and take exams; improve
memory recall; and understand their own learning styles and their best
study methods. In the basic math and composition courses, students learn
what they need to do and apply it to bring themselves up to college-level
performance.
Evaluation and Assessment of Student Learning: Each academic department
at the college has developed an assessment plan to measure student learning
outcomes. Each plan contains a departmental mission statement, goals,
objectives, measures, and performance criteria. In addition, the plans
completed by academic units also include learning objectives, learning
performance measures, and learning performance criteria against which
success will be measured. It is expected that upon graduation from any given
program, a student will have successfully met the core set of knowledge,
skills, and abilities outlined in the learning performance criteria. Data are
collected in several ways. Instructors submit examples of student work from
classes that support the expected outcomes. In addition, exit interviews with
students were made into a formal process beginning with the class of 2005.
The assessment plans were implemented with the start of the fall 2005 school
year.
The college tests students before they enter and after they complete
mathematics and English courses. Both the mathematics and English courses
use the ASSET test as well as exams created by the departments to measure
knowledge before and assess learning after the courses are taken.
Support for Core Curriculum Courses: The core curriculum consists of base
courses that set the foundations for further learning at LCOOCC: Introduction
to Higher Education, Composition I, Basic Communications (speech),
mathematics, and Introduction to Tribal Cultures. Upon entering college,
students take the ACT-COMPASS assessment to determine which English or
math courses they should take first.
Support for Remedial/Development Courses: The two developmental
courses, General English and General Mathematics, prepare students for
Composition I and college-level mathematics.
evaluated within the individual courses as well as at the program level (20072008 AY). During the last semester of classes just before graduation, each
student retakes the ACT-COMPASS. The college examines aggregate data to
demonstrate that students leave with certain proficiency levels.
Support for Core Curriculum Courses: Faculty use the early alert system to
refer students who are struggling to TRIO advisors to help identify barriers
and to develop corrective action plans for students. With the aid of a grant,
a writing lab will be set up in AY 2007-2008 to help students with English
composition courses. A full-time remedial math instructor also will provide
tutoring for 20 hours per week.
Support for Remedial/Development Courses: Developmental courses
in English and math provide students with fundamentals enabling them
to succeed in upper-level courses, to develop confidence in their ability
to complete college, and consequently, to accelerate their graduation and
continue on to four-year colleges and universities. Primarily non-traditional
students and Elders with no basic skills in computers took the ITECH
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
evaluated in all courses. Students receive a course syllabus with clearly
stated learning objectives. Students demonstrate their learning through
assignments and class participation. Faculty evaluate the success of each
student in demonstrating the stated learning outcomes by assessing each
assignment; they submit grades for the student in each course at midterm
and end of semester. Experiential learning opportunities (internships and
apprenticeships) are graded on a pass/fail system in which the student either
receives or does not receive credit. This determination is made by the site
supervisor in conjunction with the faculty advisor based on attendance,
completion of assigned duties and responsibilities, and overall attitude of the
student in performing these agreed-upon activities.
American
Indian in
Measures
Success
for Success
Higher for
Education
developmental course. By learning the fundamentals of word processing,
e-mail, internet research, etc., these students developed confidence, and many
began successfully enrolling in ITECH 100 and ITECH 150 courses. Perhaps
the greatest benefit of this particular course has been that students who
previously had to pay someone to type their papers for them are now able to
type and save their documents themselves, which has enhanced their grades in
courses that include a heavy writing component.
Evaluation and Assessment of Student Learning: LLTC hired a full-time
director of assessment in early summer 2007 to help create assessment tools
and to evaluate academic programs. She is creating an assessment plan for the
college.
two years to ensure transferability for students who wish to pursue higher
degrees. The assessment of the programs of study and core courses often
results in changes to the programs and/or courses. This keeps them current
with employment opportunities and other educational institutions.
Support for Core Curriculum Courses: The college offers intrusive advising,
tutorial services, and referral services to assist students in completing core
requirements. During the intrusive advising phase, students are counseled to
take only courses that do not conflict with one another. Also, if a student has
a potential weakness, then students are advised not to take interdependent
courses or those of similar nature, such as a math course with a science course
if the student struggles with math.
Support for Core Curriculum Courses: The college assists students in
completing their core course requirements by offering extensive tutoring and
study nights. Both instructors and students are given names and schedules
of tutors; instructors can refer students who wish more help. The college also
has implemented a more intensive advising system for placing students into
courses appropriate for the students’ reading, writing, and math abilities.
Support for Remedial/Development Courses: The remedial/developmental
courses in math (basic math, pre-algebra, and algebra) and writing
(introduction to composition) have the highest enrollment at LBHC. Scores
on the standardized test COMPASS determine placement into these courses.
Students in these courses lack the skills necessary to complete college-level
courses. By completing the remedial/developmental courses, the students
gain the skills necessary to succeed in other courses.
evaluated at LBHC. Each program of study is expected to conduct a self-study
every two years as part of LBHC’s student outcomes assessment program
(SOAP). Faculty teaching courses in the major program of study have the
freedom to consider whatever information seems appropriate to evaluate the
program for student learning. Information often used in this process includes
completion and retention rates, transferability of courses, transfer student
achievement at their transfer institutions, student achievement in subsequent
courses within their discipline, and how the courses relate to the college’s
mission statement. Students are also given the opportunity to evaluate the
courses and instructors. Instructors use this information to improve their
teaching methods. Core courses are evaluated on a rotating basis as well.
The college evaluates the block of core courses required for all degrees every
Support for Remedial/Development Courses: Mathematics developmental
education has the highest developmental enrollment. The course prepares
students for college-level mathematics courses.
Evaluation and Assessment of Student Learning: The college is creating an
assessment of student learning evaluation. In the developmental coursework,
an assessment is already in place. Students who successfully complete the
remedial courses would be able to take a different version of the college’s
placement exam and successfully place into college level courses.
Support for Core Curriculum Courses: NWIC provides multiple services
to students to support their successful completion of courses. A math and
writing lab is housed on campus where math and English assistants are
available for students. These assistants also attend some of the challenging
courses to provide students with in-class support. The student support
services program provides a variety of study groups and student outreach
through an outreach coordinator. In addition, in order to help students focus
on required courses, student services staff created an early intervention
referral process for the faculty; schedule advisor meetings on a regular basis;
provide students with mentors; complete individual education plans and
quarterly evaluations; and have created more consistent and unified advising
and communication between advisors. Finally, first year experience core
curriculum courses lead to completion of classes needed for graduation.
Support for Remedial/Development Courses: All entering freshmen at
NWIC take the COMPASS college placement test, designed to place students
in the appropriate math and English classes. Many students start their
Evaluation and Assessment of Student Learning: NWIC is dedicated to
student excellence. Assessment of student learning is an essential step
toward student excellence. Assessment is a systematic process of gathering,
interpreting, and using information regarding student performance and
perceptions for the purpose of improving student learning and the quality of
academic programs. Currently, NWIC is developing formal processes to assess
student learning at two levels—college and course. At the college-wide level,
NWIC articulates six competencies, giving students who complete a program
of study at NWIC a solid foundation in Native American culture, values, and
history; written communication; reading; oral communication; computer skills;
and quantitative skills. Each of these competencies has specific outcomes to be
assessed when students enter the college, reinforced throughout many courses
in the students’ programs of study, and then assessed before the students
graduate. At the course level, instructors work together to create one set of
outcomes for each course taught at NWIC. All sections of a course, regardless
of location or method of instruction, have the same set of course outcomes.
In addition, each course reinforces several of the college-wide outcomes.
Instructors are able to access the list of outcomes for each course on the
NWIC Web site. NWIC hopes to increase consistency and clarify standards for
students and improve communication among faculty through this process.
Support for Remedial/Development Courses: The remedial education
courses at OLC include English reading and writing, and Basic Math I and II.
Basic Math I (MATH 083) continues to be the most widely taken OLC course,
experiencing the highest enrollment of all first-time entering freshmen. The
course provides extensive, one-on-one instruction, online Web support, and
ongoing formative assessment of classroom teaching technique. About 300
of the 391 entering freshmen (75%), were placed into this course by the
Accuplacer placement test, which uses adaptive scoring on a computerized
testing platform.
Evaluation and Assessment of Student Learning: Student remedial learning
is evaluated through pre- and post-testing in the English and mathematics
subjects using ETS’ Accuplacer, so that students are not advanced to higher
level courses without evidence of learning. The college has implemented a
policy of comprehensive general education testing for A.A. candidates using
the ACT Collegiate Assessment of Academic Proficiency (CAAP) test of English
reading and writing, math, science, and critical thinking skills for AY 2007-08.
Other assessment of computer skills and traditional Lakota language skills
is formalized at the two-year level. Student learning is primarily assessed
formatively and with grades at the classroom level. Students are assessed by
course content and knowledge outcomes, and in the major field of study on a
course-by-course basis by the faculty.
Support for Core Curriculum Courses: The college has made a concerted
effort to fund a staff person to manage the Learning Resource Center while
classes are in session. Funding has also been used to hire math tutors. Central
Michigan University has worked with the LRC to provide student volunteers
to assist students in writing. The LRC staff has also worked closely with the
establishment of the Saginaw Chippewa Indian Tribe satellite library located
on SCTC campus. With the establishment of the library, students have easy
access to resource material to assist with core curriculum coursework, as
well as all coursework. Computer labs are also used for courses to enhance
the learning experience in core courses. The college has been able to expand
service hours by staffing the computer lab and providing a math tutor on the
weekends.
Support for Core Curriculum Courses: OLC has structured the general
education core curriculum to include a college success course for both the
vocational and academic tracks. College success prepares students for
the college experience and provides general computer and information
technologies, including e-mail.
Support for Remedial/Development Courses: The developmental math
courses have the highest enrollment of all remedial classes. These classes
prepare students for intermediate algebra, the competency course students
need to successfully fulfill the general education requirements.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
degree or certificate programs below college-level math and English. These
developmental courses prepare college students for college-level coursework
and serve vocational students or community members wanting to improve
their skills. A high proportion of incoming students must take basic
mathematics then elementary algebra before being able to succeed in collegelevel mathematics courses. Similarly, many students find it necessary to take
a course in grammar and punctuation then paragraph construction prior to
taking college-level English courses. Finally, most students must take a human
development class, which assists students with skills such as memorization,
studying, and planning. These essential classes help students to successfully
complete college-level coursework. Many beginning college students come
to NWIC with a GED or non-college track high school education. These
developmental courses are necessary for these students to fill in the gaps.
American
Indian in
Measures
Success
for Success
Higher for
Education
Evaluation and Assessment of Student Learning: The initial Plan to Assess
Learning by Students (PALS) document was developed in 2002. PALS
has been reviewed and, when necessary, revised by the Curriculum and
Assessment Committee on an annual basis. The first phase of implementation
required the utilization of a formal Classroom Assessment Technique (CAT)
in each class. Instructors are required to submit a completed CAT report form
each semester to the assessment coordinator, who is a faculty member. In
2005-2006, the mission statements and goals for each degree program, as well
as the general education requirement, were developed, and faculty began to
tie classroom assessment to the program level assessment. An assessment
fair was also implemented to showcase direct assessment measures, such
as portfolios and other projects. Capstone courses are now required for the
liberal arts and business degrees. In 2006-2007, the PALS process continued
to move forward. The developmental studies review committee was selected
in April 2007 and will begin the review of that program in Fall 2007.
Basic math takes an individualized approach to assist students with
math problems and in preparation for introductory algebra. Advanced
reading prepares students for college-level reading through vocabulary and
comprehension exercises. Applied English reinforces basic grammar skills
through application in writing exercises. These courses may be repeated up
to three times to provide students with the foundational skills necessary for
college coursework. Prose and print provides further skills in writing and
analytical reading, while algebra presents further ideas and skills necessary for
college mathematics.
Evaluation and Assessment of Student Learning: Evaluation of student
learning at Salish Kootenai College occurs according to a college-wide
institutional learning outcomes assessment plan (LOAP), which provides
a college-mandated structure for assessment of learning outcomes, use of
student assessment data for program improvement, and department and
college strategic planning.
Support for Core Curriculum Courses: Both formal and informal
mechanisms assist students to successfully complete core curriculum courses.
The SKC tutoring program employs students to assist other students in
coursework. In 2006-2007, 55 tutors provided over 1,000 hours of free
tutoring to 173 students in a variety of academic subjects.
Skills for College Success is a two-credit course that provides students with
information and skills needed for college success, including study skills,
critical thinking and problem solving, and assertive communication.
Each academic department conducts program-level assessment of student
learning within each certificate and degree program. Course-embedded
assessment determines student achievement in both course and program
learning objectives. Multiple data points provide data for evaluation of
student achievement of program goals. These include direct evidence of
student learning via examinations, papers, and student portfolios. Indirect
evidence of student learning is also tracked through course evaluations,
feedback department advisory committees, program exit evaluations,
and internship evaluations. Each department provides an annual report
summarizing student learning for each outcome, steps the department will
take in the next academic year to improve learning in that outcome, and
implications for departmental and college strategic planning. The office
of institutional research compiles these reports and provides summary
information to the senior administrative team and the Salish Kootenai College
Board of Directors.
Faculty members at SKC maintain an open-door policy, remaining on campus
and available to students who need out-of-class assistance with coursework.
Faculty members frequently conduct one-on-one or small group tutoring. A
full-time retention officer works with the faculty and students to improve
student retention. The retention officer contacts students not attending oncampus or online courses and may help students problem solve the situations
impacting regular attendance and progress in courses.
Support for Remedial/Development Courses: Approximately one-third
of first-time students entering SKC during fall 2006 identified the need to
take developmental skills courses to prepare them for college coursework.
Developmental studies courses in reading, English, and mathematcs provide
students with foundational skills in these academic subjects. TABE is used
to place students in developmental studies courses prior to registration for
college-level courses.
Support for Core Curriculum Courses: SGU provides tutoring, computer
labs for extended hours, and faculty who keep staggered office hours so
that someone is usually available to help with questions and concerns. In
addition, SGU offers counseling and individualized support for students and
their family members, if necessary. The staff and faculty reflect the many
communities represented in the student body, so there is a real presence off
campus as well. This diversity and representation is one of the university’s
greatest strengths.
Evaluation and Assessment of Student Learning: The assessment of student
learning includes multiple levels and multiple techniques for core courses
and degree-based courses. Objective and subjective assessment are used. In
addition, instructors incorporate a variety of requirements, including archival
research, exams, presentations, speeches, demonstrations using technology,
debate/discussion, and portfolios. The nursing department evaluates student
learning with Assessment Technologies Institute (ATI) tests, a system of
NCLEX-style questions. This predicts the possibility of students passing
the nursing licensure tests. The department also writes its own tests for all
content areas using the NCLEX style of questioning to prepare students for
the licensure exam.
Sisseton WahpetonCollege
Support for Core Curriculum Courses: SWC has a strong faculty advisement
program in place. The retention specialist and learning lab advisor work
closely with the students. The retention specialist helps the students develop
academic success plans, and the learning lab advisor provides tutoring
whenever needed. Additional tutors are also hired when needed.
Support for Remedial/Development Courses: Basic reading, writing, math,
and algebra have the highest remedial course enrollment at SWC. The courses
prepare students to enter the freshman level courses required by their degree
programs.
Evaluation and Assessment of Student Learning: SWC evaluates certain
courses at this time and is developing an organization-wide assessment
program.
Support for Core Curriculum Courses: Tutoring services are available to all
students at Sitting Bull College.
Support for Remedial/Development Courses: The remedial and
developmental courses with the highest enrollment at Sitting Bull College
are the foundational math and pre-algebra courses. All first-time entering
freshmen take the COMPASS placement exam in reading, writing, and math,
and based on their scores are placed in the courses most appropriate for
their skills. The foundations of math course is a four-credit course covering
the basics of math (e.g., whole numbers, fractions, decimals percents, and
squares). It helps students overcome math anxiety. The three-credit algebra
course teaches properties operations of numbers, equations, computation
with positive and negative numbers, and graphs. These courses help students
ascend through higher level math courses to meet program requirements in
math for certificates, two-year, and four-year degrees.
Evaluation and Assessment of Student Learning: Sitting Bull College has
an extensive plan to assess student learning in course, general education,
program, and institutional outcomes.
Stone Child College
Support for Core Curriculum Courses: All students must have an education
plan developed by their advisor when they register for classes at Stone Child
College. Advisors select core curriculum courses each semester for the
students, and the students maintain this direction until they have taken all
required courses for their degrees. If a student has difficulty in any of the core
courses, he or she is referred to a tutor to help the student pass the required
course.
Support for Remedial/Development Courses: Depending on students’
entrance exams, many students at Stone Child College enroll in the
developmental math and vocabulary building developmental classes. These
classes start students at the very basic levels of math, reading, writing, and
grammar skills. As students progress in these basic level courses, they become
proficient enough in math and English to progress to the core level required
classes in math and English.
Evaluation and Assessment of Student Learning: Students at Stone
Child College are evaluated by tests, quizzes, and other assessments in the
classroom. Instructors complete a course evaluation on each course taught
to see if the students are learning the material taught in the classroom. At
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Support for Remedial/Development Courses: The university provides
reading, composition, science, and math developmental courses through the
student support services department. Math and reading have the highest
enrollments, and completion rates range from 34 percent to 46 percent, with
the highest completion rates in the fall semester. These courses provide a
foundation for students to build upon, especially the non-traditional students
who have been away from an academic environment for a number of years.
Students may use six credits of developmental course work as electives toward
their degree program requirements. In the nursing program, 100 percent
of students remediate in math and writing with a course designed to use
profession-specific materials, so the students will become adept at math and
writing for the medical field.
American
Indian in
Measures
Success
for Success
Higher for
Education
the end of each semester, faculty members do self-evaluation of selected
courses and report the data and any changes to the dean of academics. SCC
also completes assessments of each degree area involving the graduates and
employers of those graduates.
Support for Core Curriculum Courses: Faculty and the administration met
to plan enhanced methods of delivering reading, writing, and math courses.
Through these discussions, PREP 101 was developed. PREP 101 presented
developmental courses combined into one course meeting Monday-Thursday
from 8:00 A.M. to 1:00 P.M. The intensity of the course structure kept the
students’ attention, and all 37 students who started the course completed it.
This course prepared the students academically for college-level coursework.
Students stated this was exactly what they needed and felt very prepared for
their college coursework.
Support for Remedial/Development Courses: Many students at TOCC have
not participated in formal education for many years, in some cases more than
15-20 years. The average age of students is 34. These remedial/developmental
courses are necessary for student success. TOCC focuses its attention on the
right of every student to succeed. The remedial/developmental curriculum
fills in the gaps of education missed. Many American Indian students suffer
from otitis media (ear infections) during their primary school years. Hearing
loss during the acute phase (rather than residual hearing issues) may cause
the missing of key concepts presented only once during primary school. Once
these key concepts are presented, students often explain to their instructors
that they now understand, that information makes sense. They then enroll in
college-level courses and excel.
Evaluation and Assessment of Student Learning: TOCC assesses student
learning at three levels, each based on different sets of learning outcomes.
Course-level assessment focuses on the achievement of outcomes listed in
course syllabi. Although no data are collected at this level, the assessment
committee conducts an annual faculty development workshop to promote
classroom assessment techniques. Program-level assessment involves review
of learning outcomes within a degree, certificate, or other faculty-determined
set of courses or curriculum. For example, math instructors investigated the
achievement of students who took math courses consecutively (semester by
semester) vs. those who took them non-consecutively. General knowledgelevel assessment examines a set of learning goals directed at the learning of
all students, no matter their programs of study or education goals. General
knowledge assessment is conducted and promoted during an annual, two-day
event called Assessment Daze. Multiple measures (direct and indirect) are
used. For example, in September 2005, students completed an exercise on
conceptualization (direct measure), followed by a survey (indirect measure).
This process was presented as part of a program update report required by the
HLC/NCA. Upon its review, HLC/NCA determined that TOCC was assessing
student learning throughout the college and had an emerging culture of
assessment. Furthermore, the HLC/NCA found the assessment of student
learning to be rigorous and tied to budget and planning processes.
Support for Core Curriculum Courses: TMCC addresses this by providing
tutoring in the core areas such as math, English, science, and other areas
as requested by students. TMCC has a math lab for students who need the
work in math, and this is maintained by the math department. Students use
computers with English tutorial programs, and faculty also maintain these.
TMCC schedules courses to give students a selection to complete their course
schedules per semester. All faculty have master’s degrees in their fields, and
are student advisors for curriculum.
Support for Remedial/Development Courses: Applied math and writing
basics. Students are tested as freshmen in math and English and are placed
accordingly. If they place into developmental math or writing basics, they
must pass the test at the end of the semester in order to go into Algebra and
composition courses for the associate applied science degrees. Some of the
certificate programs require only the developmental math and writing basics
courses.
assessed by faculty, and a process and manual are in place in all courses.
Faculty provide a pre- and post-assessment of their students in every course
they teach. Pre-assessment determines at what learning level students enter
the course – a base from which to assess how much and what students learn
during and as a result of completing the course. Pre-assessment can also be
used to measure student learning objectives when designing course syllabi
and materials. Post-assessment is meant to measure student learning, i.e.
how students met the course learning objectives as established in the syllabus
and elicited throughout your instruction of the course. Post-assessment
should occur after the bulk of course instruction and materials have been
completed, such as during finals week. Post-assessment should match the
course objectives and be tailored to student outcomes. Faculty is responsible
for gathering electronic and written copies of students’ performance on
pre- and post-assessment instruments. Faculty completes a Student Learning
Support for Core Curriculum Courses: The college has an outreach, retention,
and tutor coordinator.
Support for Core Curriculum Courses: United Tribes Technical College offers
a variety of academic support services to help students successfully complete
their core curriculum courses. Through its academic advancement center, the
college provides college preparatory coursework, reading and writing skills
assistance, tutoring, computer technology labs, and career guidance. The
Center for Student Success provides professional counselors who regularly
meet with students to address academic, social, mental health, and economic
needs. Established in 2006 on the UTTC campus, the Lewis Goodhouse
Wellness Center provides students with medical health services and resources
for personal wellness. Several degree programs offer accelerated studies as
well as advancement courses.
Support for Remedial/Development Courses: UTTC students have access
to college preparatory courses with nearly equal enrollment in the areas
of reading, writing, and math. These non-credit courses can be taken
separately or concurrently with regular core curriculum courses. Placement
is determined by ACT high school and ACT Compass scores along with other
assessments. Several UTTC faculty provide instruction for both credit and
non-credit courses in reading, writing, and math. This approach creates
opportunities for instructional collaboration to focus on students in need of
specialized academic support.
Evaluation and Assessment of Student Learning: With its comprehensive
student learning assessment plan, United Tribes Technical College uses
extensive assessment activities to evaluate student learning. All course
syllabi have measurable student learning objectives in technology, Native
American culture, and diversity in addition to the specialized skills related to
each discipline. Some degree programs, such as practical nursing and health
information technology, assess student learning with customized rubrics for
nearly all courses. Other degree programs, including automotive services
technology and construction technology, are networked with a national
registry that monitors student learning in specific core courses identified as
Support for Remedial/Development Courses: English and math Stepping
Stones academic advising at WETCC ensures that students needing
developmental and skill building coursework are accurately identified and
placed in the proper courses. Placement testing is required for all new
students. Students’ abilities in mathematics, writing, and reading are assessed
and advisors recommend appropriate coursework at the students’ needs and
educational levels.
WETCC has a clearly defined, coherent, and rigorous developmental education
program comprised of pre-college writing, a reading comprehension
course, and pre-competency math and algebra. Students who complete the
developmental education courses are better prepared to move on to collegelevel coursework. Many students come to WETCC after having been out of
school for some time or having completed a GED instead of a high school
diploma. For this reason, WETCC’s developmental education begins at a basic
level, designed so that students have ample time to develop their skills.
Evaluation and Assessment of Student Learning: Student work portfolios,
supported by surveys and anecdotal evidence, provide the foundation of the
plan for assessing the overall learner outcomes. Because of WETCC’s size and
the close, family-like relationships between staff, faculty, and students, the
college focuses on becoming more intentional in the use of the latter source of
data. Anecdotal input from students, staff, and the broadest definition of the
college community has always been a major source of feedback for informing
planning, policy, and action within the college. Much of the refinement of the
college’s total assessment plan will focus on better capturing, documenting,
communicating, and using these data (English essays and anecdotal).
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
industry standards. The medical transcription program uses a competencybased evaluation system for its students. Nearly all degree plans include some
type of professional experiential learning activity such as clinicals, internships,
practica, and capstone courses to assess students’ preparedness for the
workforce. UTTC is presently exploring the application of student e-portfolios
for student learning assessment.
Outcomes Assessment form for at least one course taught each semester, and
this is submitted to the Department Chair. These forms are used as part of the
assessment platform to evaluate individual courses, general education goals
and the two-year degree programs (A.A., A.S.). This two-part form is designed
to provoke discussion as part of the semi-annual departmental reviews of
courses and programs. They may also be used in professional development
committee reviews (Turtle Mountain Community College Faculty Assessment
Manual, page 8).
American
Indian in
Measures
Success
for Success
Higher for
Education
Section IX. IT Infrastructure
Indicator IX.1 IT Infrastructure
Bay Mills Community College improved its IT infrastructure through several
projects. First, the Internet speed connecting the college to the Internet
was improved from 1.5 MB to 14 MB. E-mail services for faculty and staff
were outsourced to the Internet service provider. As a result, junk mail and
messages containing viruses are being filtered. The college has expanded with
the addition of the new Migizi Hall facility. Other institutional improvements
include the addition of 21 laptop computers for faculty and staff.
Projects for improving student learning include the purchase of five new
SMART Boards for classrooms. These machines allow instructors to interact
with a 60 inch computer screen using a pointing device, mouse, keyboard,
or simply a finger. Included software allows for recording of sessions as well
as character recognition. Items displayed can be highlighted for emphasis,
enhancing student learning.
Another project aimed at augmenting student learning is the purchase of
TurningPoint technology. With TurningPoint, remote devices are distributed
to each student at the beginning of class. An instructor uses the attached
wireless receiver to display or ask a question of the class, and the students
reply by using the wireless remote transmitter.
During AY 2006-07, the library added 13 new computers and monitors, ten for
student and community use and three for staff. To assist in distance learning,
BCC added two Polycom VSX 7000s videoconferencing units. These mobile
units can be used in any classroom, office, or conference room. BCC started
using Exchange 2003 e-mail server. NAVTEP added ten new computers and
monitors to the technology center lab.
CCCC infuses technology through the
interactive video network (IVN) along
with state-of-the-art computer labs and
wireless access throughout the institution.
The network comprises five of the North
Dakota Tribal colleges and allows students
to take courses originating from another
Tribal college. A second IVN system
installed in the science room gives students
the opportunity to participate in experiments
with the other Tribal colleges in real time. The
Distance Course Classroom with
Interactive Video Network
Photo credit: AIHEC
college offers an increasing number of online classes and also makes them
available to the other Tribal Colleges in the state.
The college added Polycom capability to allow for enhanced distance education
opportunities. During 2006-2007, a chemistry course was taught via this
technology to a local high school and a beginning Cheyenne Language course
taught to another. The college hopes to expand these offerings in the future
and to serve as a site for other institutions to share courses.
The IT Department at the main campus in Keshena purchased and installed
an online course management system (Moodle®) to enhance classroom cource
delivery. The IT department purchased and installed new library computers
for students’ use. Five DVD/VCRs were purchased and installed in classrooms
to standardize the rooms with the same equipment. Mavis Beacon software
was installed on 13 computers in SD221 for educational outreach workshops.
At the Green Bay site, the IT department set up and installed new equipment
for the new classrooms GB221 and GB222, including Kramer Scaler, Anchor
speaker, document camera, DVD/VCR and hardware, projector and hardware,
computer, monitor, keyboard and mouse with Office Professional Plus 2007
software, Boynq® speaker, Hitachi Starboard, and Catalyst 3560 48-Port
Switch with maintenance plan and instructor cart.
Improvements were made to the network’s software. A different library server
was set up to improve performance. The IT department continues to assist
SDI with set-up of its new Mac lab. Novell ZENworks software was purchased
and installed as an IT resource management solution for an efficient IT
environment. Deep Freeze software was purchased and installed on all lab and
library computers. The IT department updated the network wiring at the old
main building for archeologist staff and administrative systems, etc. Intranet
capability is under development to improve connectivity and to securely share
part of an organization’s information or operations with its employees. GW
Extranet software was purchased and installed. Security cameras and speakers
were purchased and installed in the new Shirley Daly addition. The IT
department is in the process of developing a Web/Intranet committee to help
the IT department receive updated information for one of CMN’s marketing
tools.
CNC has installed a Barracuda firewall to protect the computer systems from
spam and viruses. The CNC PN program has purchased two Dell laptops and
one Dell desktop computer. CNC has rewired and laid cables for wireless
internet; the college hopes to install cable in the classrooms. CNC also
upgraded and increased system memories.
The changes this year included better access at the Tribal library and college’s
computer labs for students. The college has no record management system or
distance learning technology.
Diné College
To better serve the needs of the Navajo students across the 27,000 square
mile reservation, Diné College expanded the distance education services to
students at the seven sites located across the Navajo land. Distance learning
offers the opportunity for students to take college courses where they live
using the interactive television, web-based learning management system, and
WebStudy. The Title III grant funded lab upgrades to strengthen the distance
education course delivery to the underrepresented Navajo students.
Fort Belknap College, with support from the U.S. Department of Education’s
Title III program, developed and implemented a new student records
database and digital dashboard system. The system provides faculty and
student services staff with a more effective mechanism for monitoring
student progress, identifying student needs, and delivering timely and
effective interventions, including supplemental instruction, tutoring, and
counseling. This program is used to enter attendance and student progress
under the Early Alert System. Fort Belknap College became a Microsoft Office
Certified Testing Center. As a testing center, the college provides training and
certification to enhance the skills and knowledge of the local workforce, as well
as to prepare local teachers and college faculty to teach the Microsoft Office
Suite.
The IT activities focused on upgrades and regular maintenance. The college
installed telephones, wiring, and internet connection in the new professional
services building. Microsoft Office was installed on the FPCC server. The
video system was upgraded.
The Institute implemented a new student information system, EMPOWER by
ComSpec International. This system is a complete student information system
that includes admissions, student billing, records and registration, financial
aid, campus security, and degree audit. The system uses Oracle as the backend
database.
The IT infrastructure continues to limp along with older hardware failing and
subsequent replacement. The Title III grant will fund some of the purchase
and implementation of the integrated enterprise software that will replace
the EDC-Univers system that will no longer be supported by EDC. The college
hired a new IT director to replace the former director who left the college.
During the core upgrade, the college replaced almost all the servers and many
of the switches, moving to faster Internet access for all, new security software,
and a new firewall.
Little Big Horn College purchased total campus management software to ease
the retrieval of data and other information needed for reports and competitive
grant writing. The program was fully implemented in July 2007.
The college has been implementing additional IT infrastructure. The college
operates most of its coursework via interactive video system. The faults
with the system have nearly been mended completely. The addition of more
broadband has made an enormous difference in the operation of the system.
NWIC recently changed its connection to the Internet from two T1 lines to a
direct fiber optic link to a data center.
This change increased bandwidth
from 2.5 MBps to over 10 MBps and
significantly increased reliability. In
addition, the college switched from
the WebCT online learning system to
Moodle, saving over $11,000 in licensing
fees; installed fiber optic cable between
the current campus and the two new
buildings on the new Lummi campus;
Main campus and on-site student in an
Interactive Television (ITV) Classroom
and implemented an online registration,
advising, and grading system.
Photo credit: NWIC
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Stone Child College
The OLC information and communication technologies undergo periodic
change and improvement. Significant changes last year include an expanded
10 MBps internet access, a 20-laptop classroom cart situated in the Pine Ridge
college center, 20 new workstations in the nursing building, installation of
another 160 new workstations, and upgrade of 200 workstations to Microsoft
Vista. OLC installed new peripherals, servers, and updated CRM software,
and enterprise solutions, and it implemented an emergency backup and
disaster recovery plan. Many other improvements to OLC technology were
employed under a comprehensive technology master plan for 2007-12.
This past year, SCC updated its computers, and all users must use ID numbers
and user names. The entire staff and students are networked together with
only certain privileges given to the students. This will extend the life of the
equipment and provide greater protection for everyone. In December 2007,
SCC will have an e-mail server running for the staff and students.
In fall 2006, the college established the Technology Enhancement Committee
to address the technological needs and advances of SCTC. The committee
includes members of the Saginaw Chippewa Indian Tribe Information
Technology department, which is responsible for the maintenance and
improvements of the campus’s IT infrastructure. Also, in fall 2006, faculty
were supplied with laptop computers to allow them to incorporate technology
in the classroom. The USDA grant also allowed for the purchase of laptop
computers for science students to use during research outside the classroom.
Salish Kootenai College has been on the leading edge of technology since the
inception of the college. SKC continues its online registration. In 2007, SKC
joined the Jenzabar Tribal College Consortium. SKC completely moved to
the JICS online component of the Jenzabar platform. SKC has also started
preliminary investigation of online timecard entry and online purchasing.
In addition to those changes, the college has updated most of the network
infrastructure to gigabit Ethernet. Also, SKC completed its rollout of a
wireless hotspot system allowing students and visitors Internet access, while
keeping SKC’s internal network secure.
The college has made significant improvements to its IT infrastructure and email system. Prior to these IT infrastructure improvements, TOCC employees
could only send and receive via e-mail files smaller than 1 MB. Now there is
no size restriction. Additionally, the college has purchased new modules for
the integrated data system, Jenzabar. These newly purchased modules will
enhance student advising, counseling, and retention services.
TMCC added new high-capacity servers for distance education software.
Installation and testing of LearnLink software was completed in 2007. This
software tool’s streaming media capability makes distance education possible,
so students and faculty can interactively participate in the virtual classroom.
The college currently uses WebCT software for online courses. Most full-time
faculty members have course shells in the WebCT system. Some instructors
use WebCT for assignments and to host course resources even though they do
not teach fully online. Faculty members were also trained in the new Jenzabar
Learning Management System in the last fall semester. TMCC plans to use
both systems until everything is migrated to Jenzabar LMS.
TMCC upgraded the college network backbone to a gigabit Ethernet network
which significantly enhanced the student access from the labs and classrooms.
TMCC has DS3 connectivity with the outside which can handle up to a 45
MBps data rate.
Sinte Gleska College
SGU established a computer kiosk at the new student services center.
Students can receive assistance with completing and filing their FAFSA forms
and can use these computers to find and apply for scholarships.
In 2006, TMCC implemented a Jenzabar web portal which made it possible
for students to view their schedules, grades, and classes online and register for
courses online.
The wireless capability of the college was improved by adding several access
points to cover more area.
The IT department developed distance learning capabilities using Moodle,
which enables students to access their classes from home. Wireless internet
will be offered to students at a minimal cost to allow them to access their
classes from home as well.
Faculty were trained to use interactive white boards in their classrooms.
The college acquired several personal response systems to use in classroom
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
instruction. Training will be held shortly and a few of the faculty will start
using them from AY 2007-08 spring semester.
In fall 2007, the technology lab was upgraded to Windows Vista. This lab is
primarily available as an open lab for college students.
In the last year, the IT Department has updated the servers, added to and
improved the network capability including wireless and VPN access capability,
and updated the software for the telephone and voice-mail systems. The
college has created a training facility for the campus for vendors, UTTC staff,
and the IT department to enhance technology training for the staff.
Technology investment continues to be a priority for WETCC. With a grant
from the U.S. Department of Defense, the college was able to construct and
design a chemistry/biology lab, as well as the first Smartroom classroom
facility at the college. WETCC has also invested further in SMART Board
technology by adding an additional three SMART Boards to other classrooms.
American
Indian in
Measures
Success
for Success
Higher for
Education
Section X. Student Activities, Support, and Services Utilized
Indicator X.1 Student Academic Development, Academic Awards, Research & Active Learning, Extracurricular, and Career
Development Activities Trends
Academic Development Activities
Received Academic Advising
Attended Orientation
Attended High School to College Bridge Program
Attended Academic Workshop
Attended Summer Program Other Than Those Listed Above
Participated in Special Faculty/Alumni Mentoring
Program
Participated in Service Learning/Internships
Participated in First Year Experience Program
Received Tutoring
Academic Awards
Received Academic Awards From Your College
Received Academic Awards From Outside College
Research, Teaching and Active Learning Activities
Have been a Research Assistant/Involved in Independent
Research
Have been a Teaching Assistant
Participated in On-Campus Research Internship
Participated in Off-Campus Research Internship
Participated in an International Learning Experience
Served as a Peer Tutor
Academic Development Activities
Attended a National Conference
Presented at a National Conference (Oral Pposter)
Were Involved in Student Government
Participated in Student Activity Clubs
Volunteered for On-Campus Activities (e.g. Campus Tour,
Homecoming)
Were Involved in Student Chapters of National Organizations
Participated in Athletic Programs
Career Development
Received Career Advising
Photo credit: CCCC
Attended Career Seminar/Workshop
Participated in Work Experience Internship/Co-Op On Campus
Participated in Work Experience Internship/Co-Op Off Campus
Received Assistance from Placement Office
AY 03-04
AY 04-05
AY 05-06
AY 06-07
8,088
2,532
256
404
183
8,918
2,355
176
760
53
8,701
3,239
124
1,214
101
10,697
2,547
93
1,426
184
169
218
478
393
578
292
3,604
635
255
4,308
581
613
2,225
475
737
4,424
AY 03-04
AY 04-05
AY 05-06
AY 06-07
930
143
1100
252
1038
155
939
222
AY 03-04
AY 04-05
AY 05-06
AY 06-07
80
102
80
125
75
75
41
24
243
39
71
46
5
258
19
101
22
8
202
14
145
169
3
235
AY 03-04
AY 04-05
AY 05-06
AY 06-07
335
93
239
1,094
379
98
289
1,355
464
73
416
1,367
307
120
290
619
439
668
431
341
325
332
480
332
201
841
198
457
AY 03-04
AY 04-05
AY 05-06
AY 06-07
3,947
2,390
449
238
1,456
3,109
1,498
267
361
1,654
1,706
841
328
140
1,499
2,848
1,693
453
529
1,740
Imputed Data: Blackfeet Community
College (academic development activities:
attended summer workshop - AY 200304, academic awards - AY 2003-04,
extracurricular activities: attended a
national conference, presented at a
national conference, participated in
student activity clubs, participated in
athletic programs - AY 2003-04, career
development: participated in work
experience internship/co-op on campus
- AY 2003-04) Diné College (AY 2006-07),
Little Priest Tribal College (AY 200607), Sinte Gleska University (academic
development activities, academic awards,
and research, teaching, and active learning
activities - AY 2005-06), Southwestern
Indian Polytechnic Institute (AY 2006-07)
Missing Data: Bay Mills Community
College, Cankdeska Cikana Community
College, Chief Dull Knife College,
Comanche Nation College, Fort Berthold
Community College, Fort Peck Community
College, Ilisagvik College, Wind River Tribal
College
Financial Support
Received Financial Support (Need-Based)
Received Merit Scholarships
Received Athletic Scholarships
Participated in Work-Study Program
Student Services Utilized
Number of students who received
Counseling
Day Care Services
Health/Wellness Services
Housing
Parenting Skills
Transportation Services
Financial Management Education
Service to the Community
Volunteered in Youth Related Programs
Volunteered in Elder Programs
Participated in Tribal Boards or Community
Organizations
Volunteered to Help with Community/Cultural
Events
Involved in Family Oral Histories
Volunteered to Organize Powwows
Other Activities
Culturally Relevant Activities
Participated in Culturally Relevant Learning
Activities on Campus
Learned Traditional Tribal Knowledge from
Elders in a Long-Term and Sustained Relationship
Participated in Cultural Activities Outside of
College
Other Activities
AY 03-04
AY 04-05
AY 05-06
AY 06-07
5,499
260
47
362
6,708
560
31
375
5,131
363
23
339
4,680
224
24
254
AY 03-04
AY 04-05
AY 05-06
AY 06-07
858
160
286
521
21
709
119
995
213
626
599
207
980
136
1,363
279
946
909
116
1,004
638
1,102
333
828
775
51
2,397
215
AY 03-04
AY 04-05
AY 05-06
AY 06-07
82
59
200
55
522
88
140
55
73
94
120
82
236
310
411
367
72
79
0
146
103
0
91
218
0
121
131
0
AY 03-04
AY 04-05
AY 05-06
AY 06-07
832
1011
725
825
109
209
512
189
292
442
681
917
0
0
0
0
Imputed Data: College of Menominee Nation (financial support:
received merit scholarships - AY 2003-04 and 2005-06, financial
support: participated in work-study program - AY 2003-04, student
services used: counseling and financial management education
- AY 2003-04 and 2006-07), Diné College (financial support
- AY 2006-07, student services used: counseling, health/wellness
services, housing, and transportation services - AY 2006-07,
culturally relevant activities - AY 2003-04, culturally relevant
activities: participated in culturally relevant learning activities on
campus and participated in cultural activities outside of college
- AY 2006-07), Little Priest Tribal College (service to the community:
volunteered in youth related programs, participated in Tribal
Boards or Community Organizations, and volunteered to help with
community/cultural events - AY 2006-07), Navajo Technical College
(financial support: received financial support (needs based) - AY
2004-05, student services used-counseling and health/wellness
services - AY 2005-06, student services used: AY 2006-07) Sinte
Gleska University (financial support: received financial support
(needs based) - AY 2004-05 and 2005-06, financial support:
participated in work-study program - AY 2004-05, student services
used - AY 2005-06), Sisseton Wahpeton College (student services
used: counseling, transportation services - AY 2004-05, student
services used: daycare services - AY 2004-05 and 2005-06, service
to the community: participated in Tribal boards or community
organizations, volunteered to help with community/cultural
events, involved in family oral histories, volunteered to organize
powwows - AY 2004-05, culturally relevant activities: participated
in culturally relevant learning activities on campus - AY 2004-05,
culturally relevant activities: participated in cultural activities outside
of college - AY 2004-05 and 2006-07), Wind River Tribal College
(financial support: received financial support - AY 2006-07)
Missing Data: Bay Mills Community College, Blackfeet Community
College, Cankdeska Cikana Community College, College of the
Muscogee Nation, Comanche Nation College, Fond du Lac Tribal
and Community College, Fort Berthold Community College,
Fort Peck Community College, Haskell Indian Nations University,
Ilisagvik College, Keweenaw Bay Ojibwa Community College,
Lac Courte Oreilles Ojibwa Community College, Leech Lake Tribal
College, Little Big Horn College, Nebraska Indian Community
College, Northwest Indian College, Oglala Lakota College,
Saginaw Chippewa Tribal College, Salish Kootenai College, Tohono
O’odham Community College, Turtle Mountain Community
College, United Tribes Technical College, White Earth Tribal and
Community College
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Indicator X.2 Student Financial Support, Services Utilized, Community Service, and Culturally Relevant Activities
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator X.3 Student Academic Development, Research, Extracurricular, and Community Activities Highlights
Four BMCC students are research assistants with the biodiesel education
project and the switch grass pelletization study; two BMCC students assist
with the ongoing BMCC wind resource study; two BMCC students ran a
biodiesel demonstration booth at the Superior Whitefish Festival at Bay Mills;
three BMCC students participated in renewable energy conferences, including
the Michigan State Energy Fair; and four BMCC students assisted with a
renewable energy teachers’ training workshop for the Eastern Upper Peninsula
Intermediate School District.
The Cankdeska Cikana Community College agriculture and natural resources
management program hired three summer student interns during summer
2007. The interns were assigned the task of enhancing their class assignments
in their 2007 spring semester agribusiness course. They chose servicelearning community building work tasks and learned while they assisted
members of the community. Students created a native plants garden on the
campus for use as a demonstration project for native landscaping that will
begin throughout the entire campus during summer 2008. The interns tilled
approximately 60 gardens throughout the community, the majority of these
gardens belonging to Elders. The student interns also created a plant-start
business in the campus greenhouse. These seedling starts served three
purposes: They were given to the community Elders who had their gardens
tilled; they were transplanted into the campus garden; and the surplus plants
were sold to the community. The interns maintained the native and the
produce gardens during the summer months and harvested the produce in the
fall. The produce was sold in the first annual farmer’s market sponsored by
the Natural Resource Student’s Association. The three student interns, under
the supervision of the agriculture and natural resources management director,
organized and carried out the entire summer project.
BMCC students assist with programming at the Boys and Girls Club of Bay
Mills, the Ojibwe Charter School, the Bay Mills Health Promotion Department,
and the Bay Mills Child Development Center; BMCC students assist with two
Red Cross blood drives on campus each year; and BMCC students and staff
participated in the Walk for Warmth program to raise money for Community
Action’s Community Heating Assistance Program.
BCC’s National Science Foundation-PIITA grant program supports 20
STEM interns in research focusing on alternative energy and Indigenous
plant research. The grant allows for 14 plant and water quality interns,
three alternative energy interns, and three interns who work with the IT
department. Two of the interns graduated this spring. One was a computer
science major and the other a natural resources major. The program
also conducts a summer institute for up to 20 students who will be high
school juniors or seniors. These students must have at least a 2.5 GPA and
demonstrate an interest in STEM activities for 2006-07 include robot building;
exploring a buffalo jump historically, scientifically, and mathematically;
understanding herbs and uses of these herbs; building structures and testing
with an earthquake simulator; chemistry ice cream making; CSI investigation;
dissection paleontology; understanding indigenous vs. Western science with
summer solstice activity; and teepee activity with math and science.
Lab nights, where the high school students work with BCC student interns,
will start next fall. One of the interns, Latrice Tatsey has completed a project
on weather monitoring using a traditional Blackfeet calendar stick. Latrice
presented her research and findings at high schools in Browning, Heart Butte,
and Missoula, Montana, at the annual FALCON meeting, and at the 2008 NSF
Joint Annual Meeting in Washington, DC.
CMN 2007 AICF student of the year, George Otradovec, expects to graduate
in spring with a GPA of 3.86. George is no stranger to hard work, having
grown up on his family’s small farm in South Branch. George calls working on
the farm his first job, where he learned not only his strong work ethic, but also
how to share. George’s hobbies include hunting, fishing, and gardening, but
his passion is his family – his wife Rachel and their three young children. His
children helped determine his major at CMN.
George is double majoring in business administration and sustainable
development, so he can prepare the world to be a better place for his children.
Besides his college courses, George is active in student organizations. He is
the president of SEEDS, vice-president of the student government, president
of the College Democrats, and a member of the AIHEC Knowledge Bowl. He
is also a work-study student for the Paw Prints Bookstore. When asked about
his participation in campus activities and organizations, George believes it
helps develop a well-rounded résumé, develops pride in college and in life, and
makes others want to do the same. George’s education will not end when he
completes his two degrees at CMN. He plans to transfer to a four-year college
to pursue a bachelor’s degree in business administration. He wants to work for
a non-profit agency to make the world a better place.
Student services gained community support for educational cultural
workshops such as bead work and moccasin making. These cultural activities
were spearheaded by students and the Comanche community. CNC also held a
hand game tournament in preparation for the AIHEC conference in March.
Diné College
The Native CREST (Cancer Research Experience and Student Training)
program, a ten-week summer research training experience at Mayo Clinic in
Rochester, Minnesota, has been developed to increase the number of students
at Diné College preparing to pursue advanced degrees in the health fields by
providing opportunities to obtain experience in cancer research and training.
Diné College students will be selected to work with a Mayo Clinic researcher/
faculty member to develop their research interests and experiences by working
on a cancer-related research project. Students participating in this program
are interested in public health and other health care fields and are considering
future health-related careers through biomedical research, nursing, or
pursuing Ph.D., M.D., or M.P.H. degrees.
In fall 2006, during the Native
American Week Celebration, students
revived the stick game competition.
The stick game started out as an
exhibition to all students and
community members and evolved
into a weekly get-together to play
and socialize. Fort Belknap College
took a team to the 2007 AIHEC Stick
Game competition, and it did well for
its first time. The Red Lodge Society
Stick Game competition
Photo Credit: FBC
(Indian club) sponsors a weekly
gathering for students who want to
learn how to play stick games and socialize.
FPCC has alternative energy workforce program interns in research. Lyn Red
Elk and Russell Kirn are researching geothermal energy on the Fort Peck
Reservation. Lyn has attended workshops in Chico Springs, Helena, and
Denver. She hopes to develop a business near Frazer (where a geothermal
hot spot is located) that is powered by geothermal energy. Elijah Hopkins
and Lori Plummer are researching wind energy. A wind farm location is
being studied for maximum efficiency and cost effectiveness. Reese Reddoor
is researching energy efficient housing. Reese will work with the Fort Peck
Housing Authority, developing better techniques in housing construction.
Toni Plummer is researching the cultural aspect of energy development
and land usage. Toni has visited with Elders and Tribal executive boards
at Rocky Boy and Fort
Belknap reservations. Cassie
Gibbs is researching carbon
sequestration, a new and
developing field in alternative
energy resource development.
All interns are required to
submit a research paper by
December 12, 2007, with
community presentations
scheduled for late January or
early February. The interns will
also travel to energy-related
2007 FPCC Student Senate
workshops in the first part of
Photo Credit: FPCC
2008.
Blue Stone Indian Club is active on campus and can be counted on in a
minute to help out with community and campus activities. The club focuses
mainly on providing cultural activities on campus and in the community. It
tries to involve the entire campus by having mini workshops, such as drum
making, parflesche making, and other similar projects.
Two KBOCC students participated in the six-week Michigan Colleges and
Universities (MICUP) Unlock Your Future program. Andrea McMahon served
as an intern with the MICUP office under the supervision of Lori Muhlig,
associate program director. Cory Fountaine worked under the direction of
Susan Kilpela in the art department.
Four KBOCC students were chosen by NASA for internships at the Goddard
Space Flight Center in Greenbelt, MD, this summer. DeAnna Hadden, Suzy
Jondreau, Tabathia Miller, and Jessica Koski traveled to Maryland during
summer 2006 with their advisor, Treneice Marshall.
Intern Jessica Koski was stationed at the Earth Station building. She
conducted research using NASA satellite imagery and completed the
presentation “Potential Impacts of Sulfide Mining on the L’Anse Indian
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Reservation.” Koski indicated that this opportunity was a rewarding
experience, and she has decided to change her major from business
administration to environmental justice. She stated, “I’m going to keep
learning about the Kennecott Eagle Project. I have the opportunity to fly
to San Francisco this December and present a poster about my project to
scientists at the AGU conference. I would also like to present my project to my
school and the community.”
DeAnna Hadden, Suzy Jondreau, and Tabithia Miller were stationed at the
visitor’s center at Goddard Space Flight Center. Their duties involved running
a multimillion dollar animated globe, Science on a Sphere (SOS), that shows
dynamic, animated images of the atmosphere, oceans, and land of the planet.
The first STEM summer internship program at Leech Lake Tribal College was
conducted in summer 2007. Students participated in a ten-week natural
resources internship program funded by the National Science Foundation. The
Leech Lake Division of Resource Management and the Minnesota Chippewa
Tribe’s water quality laboratory in Cass Lake provided the mentorship for six
students from the college – Ashley Cloud, David Hare, Andrea Goodwin,
William David Davis III, Lloyd Farr, and Amanda Burnette. The student
interns received an hourly wage and college credit upon successful completion
of the ten-week experience and submission of an essay detailing the knowledge
and expertise that they obtained.
Ashley Cloud worked with the MCT water quality laboratory analyzing
drinking and surface water samples for nitrates, phosphorus, heavy metals,
and E-coli. Surface water
includes lakes, rivers and
outlets from the surrounding
area. Andrea Goodwin, David
Hare, and William David Davis
III worked with the Leech
Lake forestry program on tree
species identification, working
with global positioning system
(GPS) and landscape computer
mapping; they also managed
LLTC students with Purdue University researchers
controlled burns on reservation Photo Credits: LLTC
lands. In her first week of the
internship, Andrea Goodwin received basic wildland firefighting certification.
Andrea and David found and rescued a bald eagle chick in the forest. The
chick was transported to a raptor rehabilitator in Bemidji and eventually to
the University of Minnesota’s Raptor Center. Lloyd Farr worked with the
Leech Lake environmental office conducting a septic inventory and compliance
survey in Onigum, Minnesota. The survey was a valuable tool for the Tribe in
assessing the impacts of water quality in the local area.
Elvis Old Bull received the Arthur Ashe Award recognizing minority students
who excel in academics and athletics.
He received honors from the National
Junior College Athletic Association,
Region IX for his outstanding
play and received high honors as
he graduated in 2007. Several
students in the IMBRE program
were recognized for their work in
water quality in addition to their
participation in the STEM honors
program.
Elvis Old Bull
Photo Credit: LBHC
Jason Sieber, like many members of his Tribe, spent the greater part of his
life working on or around the saltwater. As a Native environmental science
major, he has focused his life on
higher education with the intention
of protecting the identity and way
of life that has sustained his people.
His knowledge of the Puget Sound
waters was passed on to him from his
Elders, and he feels a responsibility
to protect the intrinsic health of his
Tribe’s way of life and to sustain the
resources necessary to support this
life. One of Jason’s primary research
areas has been the “dead zones” in
Jason Sieber
Photo Credit: NWIC
the oceans along the Pacific coast. He
has presented his findings at three
scientific conferences.
SKC had many outstanding student achievements in 2006-2007. A number of
them were received at the 26th Annual AIHEC Competition held in Rapid City,
South Dakota on March 24-28, 2007:
Charene Alexander
Photo Credit: NWIC
OLC cohosted the American Indian Higher Education Consortium 26th
annual conference with Sinte Gleska University and Sitting Bull and Sisseton
Wahpeton Colleges in Rapid City, SD. OLC students were prominent in both
program facilitation and in the competitions.
The OLC TV production department took top honors in the film festival with
students James LaPointe (Insomnia, 1st place) and Jesse Short Bull (Road to
Wounded Knee, 2nd place) producing acclaimed vignettes.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Myra Lehman, 2nd place – Painting
Daryl Big Hair, 2nd place – Sculpture
Leah Lee, 3rd place – Textiles
Andrew Zimmer, 1st place – Accounting
Jason Smith, 1st place – Marketing
Andrew Zimmer, 2nd place – Personal Finance
Jason Smith, 3rd place – Management
Bill Swaney, Zachary Underwood, Clinton Shepard, Lowell Yellowhorn,
Katie McDonald, 3rd place – Science Bowl
Caleb Marceau, 1st place – Oral Presentation
Josh Marceau, 1st place – Poster Showcase
Katie McDonald, 2nd place – Poster Showcase
Alina Phillips, 1st place – Poetry
Amanda Irvine-Louie, 5th place – Poetry
Men’s Basketball – Tournament Champions
Women’s Basketball – Tournament Champions
In addition, many of students were involved in AmeriCorps, summer youth
camps, powwows, and other constructive cultural and non-cultural activities.
26th Annual Conference Ms. AIHEC
Tanya Sharp Fish, a 2007 OLC business
administration major
AIHEC film festival, 1st & 2nd place
Photo Credits: OLC
Four Sitting Bull College students and one faculty member spent two and
half weeks in Costa Rica and Panama in summer 2007. The program offered
students from Sitting Bull College and from colleges serving Indigenous
people from the Pacific Islands an opportunity to conduct scientific research
in a tropical environment. Dr. Dan Buresh, an environmental science faculty
member at Sitting Bull College, served as instructor and mentor for the
program at Sitting Bull College. Environmental science students developed
a local field guide for the Standing Rock Reservation over the course of the
semester using skills they gained through their studies. Students developed
a guide format, reviewed an extensive list of literature, conducted population
census studies, and spoke to local authorities in order to develop a list of
species and range maps for common plants and animals in the area. In
addition, the program has developed a relationship with the Standing Rock
Sioux Tribe Office of Tourism to produce culturally based ecological brochures
and materials to be displayed at kiosks associated with the new scenic byway
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Charene Alexander shows perseverance and
the ability to handle responsibilities. She is
a reliable student and community member.
Her involvement in college-related activities
and community activities is exceptional. She
dedicates many hours to the community’s
adolescents by providing safe and sober
activities in order to empower and encourage
them. She also does outreach with alcoholics
and addicts. As a positive role model for our
other students, she goes above and beyond
the requirements of a typical student. Even
with all these activities, Charene maintains a
high grade point average.
American
Indian in
Measures
Success
for Success
Higher for
Education
running through the reservation. Students will submit photographs, stories,
and descriptions of birds, mammals, and other animals and work together
to develop informational materials. Additional field research projects, which
include data collection during the summer or school year, are used to teach
scientific techniques, and are very important to SBC’s ability to develop
culturally based science programs. Discussion of fauna and ecological events
out in the field is a vital part of the education program. Other research
projects include:
• In August 2006, SBC initiated a turtle population status and distribution
project. Turtles are culturally significant and important to the Lakota for
several reasons. Students set traps, mark turtles, and record measurement,
gender, and morphology data. The project continued through summer
2007. Five undergraduate researchers trapped turtles at four locations in
North and South Dakota and made morphological measurements of more
than 100 turtles.
• SBC is investigating shrike and thrasher responses to cowbird parasitism.
Cowbirds traditionally followed migratory buffalo herds but today are
less transient. This has led to increases in cowbird eggs in localized areas
and decreases in reproductive success of native species. SBC plans to tag
fledgling shrikes with radio transmitters to collect data on dispersal and
habitat use.
• SBC is involved in several GIS projects to identify and map sites of cultural
interest. GIS is involved in almost every project.
• Work continues on the project to control leafy spurge in selected areas
around the reservation. The college is examining data collected over the
past three to five years to determine biodiversity and composition of
remaining prairie after spurge is removed.
Photo Credits: SBC
Amy Juan became involved with the American Indian Language Development
Institute (AILDI) at the University of Arizona while working with the
Tohono O’odham Nation’s Head Start program. AILDI attempts to revitalize
Indigenous languages by raising awareness of language loss and integrating
language curriculum into the classroom. Amy said the program “really opened
my eyes. And I knew we needed to find ways to preserve our language,
but I never really knew the situation.” While a student at TOCC, Amy has
participated in the AILDI summer program. As part of the program, Amy
created a lesson plan to immerse young students in the O’odham language.
Along with a TOCC faculty member, Amy taught the Ban Ñe_e (Coyote Song)
and dance. She hopes to use this experience as she transfers to Northern
Arizona University. Her ultimate goal, she says, is the total integration of
O’odham Himdag into reservation classrooms.
In 2006-07, student conducted a research project at the Anishinabe Learning,
Cultural, and Wellness Center to describe qualitative and quantitative
measurement success in BMI and bio-impedance measurement, as well as
physical activity increases in strength, stamina, and flexibility. The research
yielded great results, as all persons engaged in the normative quantitative
measurement analysis group exceeded goals and objectives in measurable and
reliable standards. Data recorded within this six-week time frame revealed
a BMI decrease for all by .51, a three percent bio-impedance decrease in fat
across the board, and increases in strength, stamina, and flexibility for all who
attended the six-week research class. Results were presented in a research
paper.
Four UTTC students participated in a reservation-based crisis and risk
communication project. Susan Twinn, JoBeth Brown Otter, Cheryl
Lawrence, and Mamie Laundreaux collaborated with the NDSU Crisis +
Risk Communication project to conduct surveys on the Standing Rock Indian
Reservation. The information will be used to better understand how to reach
vulnerable populations in times of food crisis. The study was funded by the
National Center for Food Protection and Defense.
The United Tribes Strengthening Lifestyles Program, part of the college’s
department of community wellness services organized a one-day biking trip on
a challenging mountain bike trail. UTTC called on Dakota Cyclery, a Medora,
ND business catering to mountain bikers who want to challenge the terrain on
“two-wheeled ponies.” According to a trail information guide, Maah Daah Hey
is from the Mandan language for “grandfather” or “long-lasting,” something
that has been around for a long time and deserves respect. Students Duane
Jackson (Spirit Lake) of the automotive service technology program, Gilbert
Perkins (Three Affiliated) of the small business management program, Shari
Indicator XI.1 Outstanding American Indian Student Success Stories
Tribal college students and their families face myriad challenges including
poverty, unemployment, transportation difficulties, and health issues.
Despite these barriers to higher education, many students have successful
college careers. The following is a sample of personal stories of perseverance
and achievement:
children and maintaining two households, she managed to earn two bachelor’s
degrees in 2003—one in anthropology with an emphasis in archaeology and a
B.A. in Native American Studies. With encouragement and support from her
family and friends, Betty enrolled in the master’s program. With her passion
to learn and her determination to receive her master’s degree, Betty graduated
with a master’s in anthropology.
Dawn Lyons, a member of the Bay Mills Tribe and a grandmother, graduated
from Bay Mills Community College in 2002 and accepted a position at
the social security department. She has since had several administrative
promotions and is currently away at training until mid-November. She travels
extensively with her new position and enjoys the responsibility. Laura Parish,
also a member of the Bay Mills Tribe, graduated with an associate’s degree in
social science. She transferred to Lake Superior State University, where she is
working toward a bachelor’s in psychology with a minor in sociology. She is a
single parent who also works full time in the accounting department for the
tribe.
Shari Bremner was chosen as BCC’s AICF student of
the year. Shari has overcome many hardships in her
life. She is a non-traditional student who returned
to college after raising a family. Shari had troubles
in her life that led to incarceration, however she was
able to overcome them and turn her life around. She
maintains a high GPA, was elected as the student
body president, and is an active volunteer in the
community.
Shari Bremner
Photo Credit: BCC
The challenges Betty Henderson-Mathews faced
when she started at Blackfeet Community College
(BCC) are all too common for TCU students. She started college with a
family and living on a limited income. Betty married her long-time friend
Tim Mathews and continued to ranch while raising three boys. In 1986,
Betty earned her GED from Blackfeet Community College, then in 1998,
she decided to attend school at Blackfeet Community College in Browning,
Montana. BCC was located close to her home and offered a degree in natural
resource management with courses that would benefit her on the family ranch
and in land stewardship. In spring 2000, Betty completed her Associate of
Applied Science in Natural Resource Management and was selected as the
valedictorian. Betty decided to pursue her bachelor’s degree, transferring
to University of Montana-Missoula to continue her education. With three
Betty returned home and worked for the Blackfeet Tribe, assisting the
Blackfeet tribal historic preservation officer in establishing the preservation
office, which allows the Blackfeet Tribe to manage its own cultural resources.
Coming full circle, Betty recently accepted a teaching position at Blackfeet
Community College in the science department.
Kristan Green, an enrolled member of the Spirit Lake Tribe, was chosen as
the 2007 American Indian College Fund
outstanding student of the year. Kristan
was selected based on her education
and career goals, academic achievement,
faculty recommendations, community
involvement, and involvement with campus
organizations, such as president of student
government. Kristan plans to transfer to
the University of North Dakota to complete
her nursing degree once she receives her
Associate of Science in Pre-Nursing from
Kristan Green
Photo Credit: CCCC
CCCC in May. Kristan chose CCCC because
of the familiar environment. “It’s a good place to get started. With CCCC’s
smaller class sizes, students get more one-on-one time with faculty – gives
them the assurance that they are more than just a number.”
Dan Hawk was awarded soil from Mars and soil from the moon through
NASA. He has successfully grown plants in this soil by infusing it with carbon.
Dan is also the president of the Rocket Club and AISES. Last spring, he led
the rocket team in the Wisconsin Space Grant Consortium’s student rocket
competition to win the director’s award. He also participated successfully in a
summer research institute with the University of Minnesota this past summer.
Dan participated in the new Family Math and Science Nights put together
by Alphia Creapeau and Dr. David Prestby this year at local middle schools
including Bowler, Gresham, Menominee Indian School District, and Tribal
school districts.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section XI. American Indian Student Success Stories and Alumni Achievements
American
Indian in
Measures
Success
for Success
Higher for
Education
Niyah Nauni began his scholastic climb in the Comanche Nation higher
education GED program and is now a senior. Niyah and his brother Pavodah
are working toward performing arts degrees. They have made three films
together, and two were shown at the Comanche Nation Film Festival.
Pavodah Nauni, a dean’s medal recipient, was acknowledged for his dedication
to his education and production of film making. Pavodah produced a film of
the Comanche People at the Comanche homecoming powwow in Walters, OK.
His film was shown at Comanche Nation College’s 3rd Annual Film Festival
with great reviews from the Comanche People.
Allison Steinmeyer, a senior at Comanche Nation College was selected as Ms.
Comanche Nation College 2007 and will reign for one year. Ms. Steinmeyer
attends all cultural events and participates in all cultural activities. Allison
is persistent in completing her educational goals as she continues to be an
ambassador for the college.
James Flansburg was born and raised on
the Fort Belknap Reservation and educated
in his hometown of Hays Montana at the
Hays/Lodgepole Schools. After high school,
James served in the United States Air Force
and was honorably discharged after four
years of service. James worked as a computer
technician/maintenance specialist for Hays/
Lodgepole Schools for seven years before
deciding to attend Fort Belknap College as
James Flansburg
Photo Credit: FBC
a non-traditional student. After graduating
from FBC with honors, James proceeded on his
educational path to Havre Montana at Montana State University-Northern.
James spent two years at MSUN, where he earned departmental recognition
and a degree in computer information systems with a cumulative GPA of 3.5
at MSUN and an overall GPA of 3.83. James then secured a position as a
computer technician and computer instructor at Fort Belknap College. James
stated that he came back to try and assist students in the technology field
and perhaps give them some insight on the challenges he had faced during his
educational journey. James reflects that it was the support he received at FBC
that enabled him to pursue his goals to the end.
Burton Rider, a Fort Belknap College student, made history for the Fort
Belknap Reservation. While he was a student, he did a speech on Tribal
identification cards and why the cards were not accepted as identification by
state agencies. Faculty encouraged him to pursue the matter through the help
of his aunt, Representative Margaret
Campbell, D-Poplar, Montana, who
presented the Burton Rider Bill
requiring Tribal identification cards
to be accepted as readily as state
identification cards by state agencies.
Gov. Brian Schweitzer signed the bill,
and it went into effect October 1,
2007. “The law is needed because of
the whole matter of government-togovernment cooperation and respect,”
said Rep. Margaret Campbell, the
Burton Rider
Photo Credit: FBC
bill’s sponsor. “Tribal governments
have long recognized ID cards issued
by federal and state governments, but there was a void because they weren’t
necessarily accepting Tribal ID cards by our members. Now there will be
balance.” The Burton Rider Bill lists the government-related services that must
accept Tribal identification cards if they accept state identification cards. Now
the Tribal identification cards can be used for buying hunting or fishing licenses
and registering a vehicle. The bill passed the House by an 86–13 vote and the
Senate by a 49–0 vote. Burton graduated in spring 2007 with an Associate of
Arts in Liberal Arts.
Dawn M. Chandler, of the A’a’ni nin (White Clay People), a Fort Belknap
College (FBC) sophomore and daughter of Al and Carole Chandler, received
the prestigious honors scholarship, New Century Scholar. Ms. Chandler
is recognized for her academic excellence and maintaining a cumulative
grade point average of 4.00. She is majoring
in natural resources and transferred to
Montana State University-Northern into the
Natural Resources program. Ms. Chandler is
the FBC chapter president of the Phi Theta
Kappa Honors Society, a representative on
Student Government, a member of the Red
Lodge Society, and an active participant in
campus activities. Ms. Chandler has also
been nominated for the All-USA American
Dawn M. Chandler
Photo Credit: FBC
Team, an honor that would recognize her on a
Elijah Hopkins was selected as FPCC’s AIHEC Outstanding Student of
the Year. He was also selected as the AIHEC Student Senate historian and
currently elected as AIHEC Student Senate vicepresident. Previously, Elijah was the president
of FPCC Student Senate. He is a member of the
Blue Stone Indian Club and on the council of the
American Indian Business Leaders. Elijah travels
from Glasgow, Montana, every day to class.
Glasgow is located 80 miles from the Poplar
campus, and it takes an hour or more of driving
each way to get to class. Elijah spends a lot of
Elijah Hopkins
Photo Credit: FPCC
time with other students, helping them with
homework, counseling them, and being a good
mentor and friend. He has excellent grades and attendance.
Mike Todd has overcome many obstacles
and barriers to get where he is at today. He
stated that he feels the need to make up for all
the wrongs he did to friends, family, and the
community in his past life of addictions. Mike
has been clean for a few years and is very involved
in Native healing activities. He currently has his
own sweats and ceremonies that he provides for
people who need help. Mike also represents FPCC Mike Todd
Photo Credit: FPCC
as the state of Montana’s seat belt and drunk
driving awareness representative. He is doing a
wonderful job and has been recognized statewide for his aggressive campaigns.
Mike has been instrumental in making the FPCC community round dances a
huge success.
When Brenda Henry first entered FPCC she owned and operated a cleaning
business. While at FPCC, she discovered that she could learn scientific
concepts and that she wanted to enter into the health field. She now works
as a radiology technician at the local hospital and is continuing her education
to become certified in MRI and mammograms. Another student, Wendy
Melton Blair is now at the University of North Dakota (UND) and will
graduate this year with a BSN degree. She has received numerous scholarship
awards while at UND. Denean Standing is a FPCC student who transferred
to MSU-Bozeman. While at Bozeman, she did research with Dr. Mike Babcock
on strokes. She presented a poster at the SACNAS conference and received a
first place award. She recently graduated from MSU and now is in a master’s
program in public health at Case Western University. Lyla Law, another
transfer student, is entering into a master’s degree in nursing program.
Karl Duncan, 22, from the San Carlos Apache Tribe in Mesa, Arizona and
Museum Studies major senior, is the current IAIA Associated Student
Government president and AIHEC Student Congress president. Karl
constantly strives to represent his peers in the contemporary world. His need
to make situations and policies better for students and his way of dealing with
the community in a constructive manner are intended to inspire everyone on
campus. Running unopposed in both terms for IAIA student body president,
Karl has taken his responsibilities seriously, bringing a substantial amount
of progress to the institute. Karl works to create a functional structure for
student body needs at IAIA and throughout the AIHEC member schools
he represents. Higher education is the goal for students, and his goal is to
develop, support, and encourage their educational aspirations.
Damien Ruben Chinana, 25 of Jemez Pueblo, is a creative writing major. Five
years ago, Ruben was living on the streets of Albuquerque, NM. He worked
at several different fast food places to earn cash. Often losing interest and
jobs quickly, he wanted something more, something better – a career. He
knew he wanted to be a writer. He found his grandmother, and she took him
in, encouraging him to apply to school at the institute. Damien searched and
applied for scholarships, grants, and Tribal funding to pay for his schooling.
During his time at the institute, Ruben has gained a great deal of knowledge
from the people and instructors. Among them, Arthur Sze inspired him
to reach for more than he expects, and Damien has become a better writer
because of this. “Writers in residence always bring new ideas to the table
and fuel the student’s artistic flame,” Rueben stated. Rueben has expanded
his creative mind and embraced different types of writing. Positive feedback
from the instructors has encouraged him to excel and experiment with
writing as an art form. He appreciates the school immensely, especially the
published annual student anthology. The small school environment is what
Damien is looking for and needs. The size provides individual instruction
and is accessible to him and all students in general. Ruben is proud to have
accomplished many of his dreams and to create new ones despite his personal
situation, something that may have stopped others from attending college.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
national level for her academic achievements, and she has received a certificate
proclaiming this honor. The New Century Scholars is sponsored by the
American Association of Community Colleges, the Coca-Cola Foundation, the
Coca-Cola Scholars Foundation, and Phi Theta Kappa.
American
Indian in
Measures
Success
for Success
Higher for
Education
The 2006-2007 ACIF student of the year was Francis LaPointe. When he was
in high school, Fran did “just enough to get by.” However, when he started
college, Fran realized there were opportunities for him that he did not want to
waste. In his words, he did not “want to be a stereotype.” Fran participated
in many extracurricular clubs and activities, did very well in his studies, and
graduated with honors this past May. He plans to earn a bachelor’s degree and
return to the reservation to work.
Each year, Keweenaw Bay Ojibwa Community College honors a student
the faculty feels exemplifies the qualities of courage and persistence in
overcoming obstacles to achieving personal goals with the Zhungadaynahney
Award. For 2006-07, two students were chosen as outstanding examples
of bravery, responsibility, diligence, and good spirit—Katie Payne and
Suzanne Jondreau. Both are non-traditional students with many outside
responsibilities. Katie, a mother of two and stepmother of three, is a good
role model to children in general and hopes to use her education to improve
the lives of Native children.
Suzy’s outside commitments include a full-time job and her work as a
volunteer firefighter. While attending classes, she experienced the devastation
of losing her mother but continued to persevere in her studies. Although
she had attended two previous colleges, she had not experienced success. At
Keweenaw Bay Ojibwa Community College, however her diligence paid off.
She was co-valedictorian of the 2007 KBOCC graduating class.
Billy Bad Boy is a 2007 graduate of Leech Lake Tribal College’s construction
electricity program and a 2006 American Indian College Fund student of the
Billy Bad Boy
Amanda Burnette
Photo Credits: LLTC
year. As part of his education, Bill interned at NASA’s JPL Lab in summer
2006. What began as an interesting summer trip turned into a life-changing
experience. NASA was so impressed with Bill’s work that they offered him
a job as a facility engineer in the JPL’s Microdevices Laboratory, on the
condition that he first finish his college coursework. He completed college,
and he now maintains several different and complex systems in the laboratory,
including gas, water, and safety systems.
One of the six NSF interns, Amanda Burnette, mentored under Tribal
archaeologists with Leech Lake Heritage Sites Program at the Walker Hill
archaeological site near Walker, Minnesota. During excavations, Amanda
uncovered a flaked stone tool, something never before found in this region.
The archaeological team named this find the “Burnette micro-tool” in honor of
its discoverer. Amanda plans to pursue a graduate degree in paleobotany.
Dustie Cummins, a 2007 honors graduate, was selected the student of the
year for AIHEC in 2007. Dustie was also the student representative for board
of trustees meetings. She was very active in clubs and organizations at Little
Big Horn College and was an officer in the student government.
Travis Brockie graduated from NWIC
in spring 2007 and enrolled in the fall
at Western Washington University.
As a full-time student, husband,
and father, he has a reputation as a
reliable student and team member.
His involvement in college and
cultural activities demonstrates that
determination will lead to success in
school and in life. Travis dedicated
many hours to the NWIC basketball
Travis Brockie
team through practice, games, and
Photo Credit: NWIC
support of other players. He was
president of NWIC’s chapter of Phi
Theta Kappa, the national honor society for community and two-year colleges.
In addition, Travis was a member of two other campus clubs and a student
body officer. In addition to being a full-time student, he worked part time at
the Silver Reef Casino. During summer 2006, Travis earned an internship at
Whatcom Educational Credit Union. He was able to work in different areas
Chelsea Ross, after struggling through her high school years and finally
graduating from an alternative high school, entered NWIC as an 18-year-old
freshman. She slowly became involved in campus activities, auditioning for
a small role in a theatrical production on campus, then getting involved in
campus student leadership. During the summer after her freshman year, she
applied for and was awarded an internship with a major Hawaiian university
to study invasive plants. Chelsea collected, identified, and prepared local plant
specimens for deposit in the new NWIC herbarium. Also, Chelsea coordinated
student and staff efforts toward the creation of a new campus garden space,
as a combined service learning and wellness project, to provide opportunities
for growing edible and other plants, including
those for study in NWIC science courses. This
prompted Chelsea to examine her future career
goals. During her sophomore year, she again
participated in drama with even larger parts.
She also became involved in service learning
and was instrumental in creating a campus
garden during the summer after her sophomore
year. In fall 2007, she transferred to Western
Washington University with the goal of a degree
in ethnobotany. Chelsea continues to credit
Chelsea Ross
NWIC with giving her the skills to pursue her
Photo Credit: NWIC
dream.
Randy Elliott continues to excel in both leadership and scholarship. During
his first year at NWIC, he was an active
leader in student government and Phi Theta
Kappa. In spring 2007, Randy represented
NWIC at the annual AIHEC conference and
competition where he placed second in the
student speech competition and was elected to
the AIHEC student congress. He continues to
work with a University of Washington project
called Launching Native Health Careers.
In this role, he presented an abstract and
Randy Elliott
poster presentations at national health care
Photo Credit: NWIC
conferences and provides mentoring for tribal college students in recruiting
them for careers in the field of health.
In June 2007, associate of arts graduate Mary Under Baggage worked with
the OLC Math and Science Department professor Silvio Mannel to develop a
computerized, geographic information system (GIS) spatial map of diabetes
disease distribution by household on
the Pine Ridge Indian Reservation.
Mary, an information technology
major, has interned with both the
IT and math departments. She has
already used her training in computer
technologies to benefit her employer
of the past seven years, the Lakota
Express direct marketing company,
to improve operations. Mary said,
“The college courses have been great.
Mary Under Baggage receives her A.A. in
Information Technology
I’ve been able to apply so much to my
work.”
Photo credit:OLC
In AY 2006-2007, Kathleen Hart and Phillip Medina were nominated for
student of the year. In an attempt to be as objective as possible, a rubric
was developed to score the nominations. The resulting scores were the same
for both students. SCTC forwarded the two student files to AICF for that
organization to make the selection. It should be noted that both students
were high academic achievers and highly involved in student activities and the
community. The students also served as mentors and role models to other
SCTC students. Ultimately, AICF chose Phillip Medina as SCTC’s student of
the year.
Kathleen Hart
Phillip Medina
Photo Credits: SCTC
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
and become familiar with a variety of tasks. As a student, he saw that this
internship would increase his knowledge of business, one of his passions.
Grades were a priority, as shown by his impressive cumulative 3.8 GPA; as a
result, he was valedictorian of the class of 2007 at NWIC. Travis has shown
other students what focus and hard work will accomplish.
American
Indian in
Measures
Success
for Success
Higher for
Education
Shere Lynn Wright, a business student at the university, was selected as
the 15th Miss Indian Nations in Bismarck, ND and will serve for one year as
a cultural ambassador. Shere received her associate’s degree in business in
2003, is currently enrolled in the bachelor’s degree program, and works for
the Tribe’s department of revenue. Karen Little Thunder, enrolled in the
bachelor’s program in business administration, was SGU’s AIHEC student of
the year. Karen has a 4.0 GPA.
Darell DeCoteau, a current student, enrolled in Sisseton Wahpeton College
in fall 2004 in the elementary education program. He has a 4.0 GPA and
has been continually on the dean’s list. He was Mr. AIHEC (American Indian
Higher Education Consortium) 2005 and voted 2005-06 student of the year.
He participated in LeaderShape 2006 and has received scholarships from the
American Indian College Fund. Darell has been a Sisseton Wahpeton College
tutor, teacher’s assistant, TRIO peer-mentor, Dakota Club vice president,
Student Senate president, and SWC Board of Trustees student representative.
He is also active in various organizations and cultural activities in the
surrounding community. Darell dreams of becoming a teacher, and he will
continue to attend school to achieve this vision.
Savannah Greseth attended Sisseton Wahpeton College beginning in fall
2003 and graduated in spring 2005 with an A.A. in General Studies. As
an A student, she was on the dean’s list, nominated Ms. AIHEC (American
Indian Higher Education Consortium) 2005, and voted 2004-05 student of
the year. Savannah received a Ford Motor Company scholarship, along with
scholarships from the American Indian College Fund. She served as a tutor
from spring 2004 through spring 2005, as president of American Indian
Science and Engineering Society (AISES), and as Dakota Club representative.
She went on to attend South Dakota State University for one year and has now
transferred to Black Hills University. She is working toward a B.S. in Biology,
another stepping stone in her journey to becoming a pediatrician.
Dereck Stonefish completed his environmental science associate’s degree
in 2005 at Sitting Bull College and is currently enrolled in the new B.S. in
Environmental Science program. He took a position at the analytical research
laboratory on SBC’s Ft. Yates campus, where he has developed procedures for
analyzing chemical contaminants in soils and water, co-written a business
plan for the lab, and conducted two individual research projects. Dereck
participated in research at NASA-Goddard Space Center and is in his second
semester as an EPSCoR undergraduate research intern. During his first
semester, Dereck analyzed mercury levels in fish tissue from a local reservoir
used for subsistence fishing. During the second semester, Dereck will evaluate
the rates of heavy metal uptake by Tinpsella, a traditional and current food
source for local communities consumed in large quantities during a limited
period of time each year. Dereck plans to attend graduate school to continue
his research and education goals.
Allyson Two Bears will also complete her associate’s degree in environmental
science in fall 2007. She will continue on for her B.S. in Environmental Science
and will double major for a B.S. in Secondary Science Education. Allyson was a
research assistant for two projects in summer 2007. While working on SBC’s
turtle population project, she developed an individual project examining body
temperature and movement of turtles to avoid extreme winter conditions.
Allyson also conducted and presented research projects in Costa Rica. She
spent two summers with the NUTRO (Native Undergraduate Tropical
Research Opportunities) program conducting ecological research.
Stone Child College
The student of the year for Stone Child College is Kelly Jo Morsette. Kelly is
a graduate of Rocky Boy High School and attended Stone Child College from
fall 2005 through spring 2007. Kelly graduated from Stone Child College
in May 2007 with a cumulative GPA of 3.9 and earned an A.S. in Natural
Resources. Kelly is a shy person,
but she always volunteered
her time for any activities held
on campus. She took a Native
American flute class from Stone
Child College and did very well.
She was oftentimes seen in the
hallways and lounge areas playing
her flute. She became one of the
exceptional flute players at Stone
Leanne Googles, Theola Parisian, Jessica Johnson,
and Kelly Jo Morsette (from left to right) at 2007
Child College. SCC wishes Kelly
Graduation Ceremony
good luck in her endeavors to
continue her education.
Photo Credits: SCC
Damascus Francisco benefited from the attention of caring individuals who
encouraged him to enroll in college. During his time at TOCC, Damascus
took business classes and other coursework he would need to transfer to
the University of Arizona. While studying, he persisted in his work with
the Tohono O’odham Nation’s Department of Health and Human Services.
He appreciated the location of TOCC nearby his workplace, and he enjoyed
the close-knit feeling of the college with its low student-teacher ratio, the
willingness of instructors to work individually with students, and the presence
of the Tohono O’odham Himdag, or culture, in college life. In May 2007,
Damascus graduated from TOCC with an Associate of Business Administration
for Transfer (an ABUS degree), and he was honored as a student of the year
by the American Indian College Fund. Damascus now pursues a bachelor’s
degree with a double major in management and information systems (MIS)
and accounting at the University of Arizona’s Eller College of Management,
which he entered through a competitive application process. One of his
goals is to bring sophisticated management systems to the Tohono O’odham
Nation’s government, where he continues as a project manager. Damascus is
a loyal alumnus of TOCC, one who is willing to give direct advice. He says that
the college’s next step should be better preparing its students for transfer to
state universities. Damascus stays in touch with personnel at the college who
encourage him to continue his studies at the university.
Student of the year Jessica Goodwin provides an outstanding example
student accomplishment,
as does the story of
Catherine DeGroat, a
WETCC nursing student.
On July 4, 2007,
Catherine DeGroat’s 18
month old nephew nearly
drowned in a backyard
swimming pool. The
child was in the pool for
a few minutes and was
not breathing when he
Grandparents, Tribal Chair Erma Vizenor, Jessica Goodwin,
Tribal Rep Irene Auginaush, mother Valerie Goodwin (also
was pulled out of the
WETCC student)
water. DeGroat started
CPR and continued until
Photo Credit: WETCC
officers from the sheriff’s
department arrived. The child survived. DeGroat reported that, had it not
been for her recent training in the C.N.A. courses at the Tribal college, she
would not have had the courage to attempt the rescue.
Northland/WETCC recognized 38 C.N.A. students at graduation in 2007.
These students completed their C.N.A. certification in summer 2006.
Dawn Lambert (Turtle Mountain Band of Chippewa), a student in UTTC’s
elementary education and special education bachelor’s degree programs,
earned the unprecedented honor of receiving three awards from the North
Dakota Education Association. Lambert received the Bill Oban Special
Education Scholarship, the NDEA Foundation Education Scholarship, and the
NDEA Minority Scholarship. Lambert is the first student NDEA member to
receive all three separate scholarships in the same year.
Sgt. Judson Elk (Standing Rock) is in the 101st Airborne Division of the U.S.
Army stationed at Fort Campbell, KY. He is in the 7th Battalion Forward
Support Company, 159th Combat Aviation Brigade. He is also an online
student at United Tribes Technical College. Elk has served ten years in the
military and decided this would be his last year, and it would be a good time
to go to college. Judson is one example of how online learning can serve
students well. Judson will join other students in the teacher education degree
program.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Indicator XI.2 Outstanding Alumni Achievements
Jennifer Anziano, a member of the Sault Tribe of Chippewa Indians, took
classes from Bay Mills Community College and transferred to the Ferris State
University program on campus where she recently completed her bachelor’s in
elementary education. The Ojibwe Charter School hired her as their language
and culture teacher. She graduated at the age of 51 after commuting two-anda-half hours each way to attend school, many times sleeping in her car. An
October 4, 2007 article in the Bay Mills News featured Jennifer:
http://www.baymillsnews.com/main.asp?SectionID=4&SubSectionID=4&Arti
cleID=564&TM=37602.46.
William James Polk, an enrolled member of
the Blackfeet Tribe, graduated from Browning
High School in 1992. William postponed his
college enrollment and joined the United States
Air Force, where he served his country for six
years. While serving in Korea, he volunteered
at a Korean orphanage organizing activities,
coaching sports, and assisting with a toy drive.
At the end of his service, William was honored
with the Air Force achievement award.
In 2003, William decided to enroll in college
William James Polk
Photo Credit: BCC
and pursue his lifelong dream of becoming a
math teacher. His love of math began in the
8th grade when he enrolled in an algebra class and, for the first time, felt
challenged and no longer bored with school. William graduated from BCC in
2005 with an A.S. degree in math and science. He was the class valedictorian
at BCC with an impressive 4.0 cumulative GPA. He transferred to the
University of Montana and graduated with honors, earning a bachelor’s
degree in mathematics with a secondary education endorsement. William
earned several honors in college including the BCC math excellence award,
the University of Montana presidential medal, and the University of Montana
campus diversity award. William was the first in his family to earn a bachelor’s
degree. He is in now pursuing a master’s degree.
William currently teaches math at the Blackfeet Community College in
Browning, Montana. William is extremely involved in his community as a
football coach for Browning High School and co-advisor for the American
Indians in Science and Engineering chapter at BCC. While attending college,
he worked as a peer tutor for the BCC student support services program,
a service learning tutor for Hawthorne Elementary School, and a math
instructor for the Washington Middle School gifted and talented program.
“The BCC student support services program encouraged and supported me
throughout my academic career. It was nice to know that whatever happened
or was going on with me academically or personally, there was always someone
there to assist me, point me in the right direction, or just listen to me. ”
Erica Canvanaugh started college at
CCCC in fall 2002 and graduated in May
2004 with her Associate of Arts in Liberal
Arts. She transferred to UND in fall 2004
and lived on campus with her family. She
received her Bachelor of Science in Social
Work in August 2006, after completing
a field practicum at Polk County Social
Services in Crookston, MN. She was
offered a job there as an adult mental
health worker after graduation. She then
entered into the master of social work
Erica Canvanaugh
program in August 2006 and graduated
Photo Credit:CCCC
in August 2007 after she completed her
field practicum at the Spirit Lake Indian Health Service in mental health. She
and her family returned to Spirit Lake, and Erica currently works at CCCC as
the president’s assistant and also as a student support services advisor. At
UND, Erica was a member of three honor societies: Tau Sigma, Golden Key
International Honour Society, and Phi Alpha.
Elizabeth Warrington Waukau graduated from College of Menominee
Nation in 2000 with an associate’s degree in elementary early childhood. She
continued her education at UW-Eau Claire to receive her bachelor’s degree in
education. Once she received her teaching license, she worked at Menominee
Tribal School and is now at Menominee Indian School District working with
children from her own community.
Marilyn Zimmerman attended FPCC, received her two-year degree, and
continued on through the distance learning program to receive her bachelor’s
degree in psychology. She then attended the University of Montana and
earned her master’s degree. Marilyn returned to the reservation and was
Miles Miller, who graduated in 1998, attends the University of Washington,
where he expects to graduate in June 2008 with a master’s in museology
studies. For his thesis project, Miles is working on an exhibit of the Plateau
culture, on how they visually express their homeland, the Columbia Plateau.
He is researching at the Burke Museum and working on a new curriculum
packet for the Burke Museum’s education department to be used with the
exhibit. This past summer Miles worked in Venice with Nancy Mithlo, Ph.D.
(IAIA alumna) on “The Requickening Project,” an exhibit featuring Shelley Niro
and Lori Blondeau.
Sherwin Bitsui is a 1999 graduate from the creative writing program (A.A.).
Sherwin received the Truman Capote Creative Writing Fellowship, and in
2000-01, he received the Witter Bynner Foundation for Poetry, Individual
Grant. He is working to comple his studies at the University of Arizona in
Tucson. In 2002, he received the UA Academy of American Poets student
poetry award. He received the prestigious 2006 Whiting Writers Award
in New York City. Sherwin has published his poems in American Poet, The
Iowa Review, Frank (Paris), LIT Magazine, and elsewhere. His poems were
also anthologized in Legitimate Dangers: American Poets of the New Century.
Shapeshift is his first book.
Jessie Ryker-Crawford, a 2000 A.F.A. in Museum Studies/Two Dimensional
graduate, attended the University of Washington and received her B.A. in
Anthropology, graduated cum laude in 2002, completed her master’s in 2004,
and is now working towards her Ph.D. in Anthropology of Art. She is currently
the museum studies instructor at IAIA. She has received several awards such
as the Lynn Reyer Award for Advancement of Native American Tribes and the
University of Washington Office of Minority Advancement Fellowship.
Jennifer Foerster, class of 2003, A.A. in Creative Writing, graduated this year
from the Vermont College with a M.F.A. in Creative Writing. Denise Giago,
who graduated in 1998, is the new editor of Native American Review magazine.
Michiko Arima completed her associate’s
degree at LLTC. Afterwards she attended
Bemidji State University and completed
a four-year undergraduate degree. Not
yet finished with higher education, Arima
earned an M.B.A. Later she was hired as
the first full-time faculty member at the
Tribal college. Arima is an outstanding
faculty member who was selected to attend
the summer 2006 Lannan Institute at the
Newberry Library in Chicago. Currently,
she is enrolled full time in law school and
continues to work full time at the college.
Michiko Arima
Photo Credit: LLTC
Christine Fineday (Sisseton/Wahpeton
Sioux), a 1997 graduate of Leech Lake
Tribal College, was inducted in 2006 to
the American Indian College Fund’s newly
founded hall of fame for distinguished
alumni. While still a student, Chris began
working as a financial aid clerk at LLTC.
After graduating from Bemidji State
University (B.S., Business Administration) in
2002, Chris accepted a position as registrar at
LLTC, where she is still employed. She next
Christine Fineday
plans to complete a master’s degree. In 2004, Photo Credit: LLTC
Chris established an alumni association for
LLTC graduates. This group has been actively involved in raising funds for the
college, recruiting students, and sponsoring community events. Chris states,
“Before attending Leech Lake Tribal College I knew nothing of Native history,
language or traditions; they do not teach that in public or boarding schools.
At LLTC, I learned that our Native ancestors were very intelligent people.
They survived off the land, knew how to make medicine from the plants; they
ate healthy food, were free of diseases. Each Tribe had its own language;
they were very spiritual people, teachers of values and traditions. The list
goes on. I think about the history of all Native people and honestly believe
our ancestors are applauding, because we can now protect ourselves, future
generations, lands, language, traditions, rights, etc., with something as simple
as education.”
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
hired by the Fort Peck Tribe to start a suicide prevention program. After
setting up the program and getting it settled, Marilyn accepted a position at
the University of Montana, where she is currently employed. Marilyn was an
excellent example of what an education can do for a student. Marilyn was a
stay-at-home mother while her children were in school and then decided to
take a few classes; that is all it took to hook her. She was a 4.0 FPCC graduate
and a wonderful example for other FPCC students.
American
Indian in
Measures
Success
for Success
Higher for
Education
Gerlinda Morrison, a graduate of Little Big Horn College, transferred to
Montana State University to pursue a degree in pre-physical therapy; she
finished her bachelor’s degree and went on to the University of Montana
and obtained her degree in physical therapy, the first Crow to accomplish
this endeavor. She had many obstacles and barriers to overcome, and she
succeeded.
Edwina Melkus, a graduate of Little Big Horn College, finished in pre-nursing
and went on to complete her B.S.N. at the University of North Dakota. She is
now employed as a registered nurse at the Crow/Northern Cheyenne Hospital,
providing culturally sensitive care to other Tribal members.
Casaja Fritzler, another pre-nursing graduate, transferred to Montana State
University and had the highest GPA of Native American nursing students in
the Caring for Our Own program. She is a great example of students who
have the desire and determination for success once they have transferred from
Little Big Horn College.
Xochitl Garcia attended NWIC in 2002-2003, after transferring from a state
school. In summer 2003, she interned at Whatcom Educational Credit Union.
Midway through her internship, because of her outstanding abilities, Xochitl
was offered a full-time entry-level position. She has moved rapidly through
the credit union’s training program and into progressively more responsible
positions. She has also continued with her education. At present, Xochitl is a
senior loan officer and is being viewed as a future senior manager.
Saginaw Chippewa Leadership Program and is employed as assistant health
administrator at Nimkee Clinic on the reservation.
Christopher Sineway graduated from SCTC in 2005. Since then, Chris
has graduated with a Bachelor of Science in Gaming and Entertainment
Management. Chris is currently employed in an executive position within the
gaming operations of the Saginaw Chippewa Tribe.
In 2007, Jason Smith graduated from Salish Kootenai College with a Bachelor
of Arts in Business Entrepreneurship. Jason stated: “I have chosen this
path of life to better my life and learn to become a leader for my people on
the Flathead Reservation. These steps in my life are teaching me to be a
leader who will make a difference in some aspect of life. With education and
spirituality, I will be able to accomplish my goals. I truly feel passionate on
making a difference.” He was active in SKC DEMS, AIBL, AIHEC, AmeriCorps,
and SKC Student Senate where he served as vice president. Jason received the
American Indian College Fund’s student of the year award in 2006. He worked
on the Jon Tester campaign in 2006 and is currently associated with the Lake
County Democrats.
He works for the Confederated Salish and Kootenai Tribes as the chairman
assistant, Get Out the Vote coordinator, and the 2010 Census liaison. He is a
Montana Democratic delegate for the Democratic National Convention. He is
also a Class of 2009 Leadership Montana participant.
Karrie Griffith Colegrove began classes at NWIC in 1999 along with her
husband, Alphonso. Both were from the Hoopa Valley Reservation in
northern California. Alphonso had been a fire fighter until a back injury
forced him to quit. They decided that they would go to college, looked at a
map, and decided NWIC would be the best fit for them. They packed their
belongings, bought bus tickets and came to Lummi. After very successful
years in Washington, they have returned to Hoopa Valley where Karrie works
as a degreed social worker for the school where she and Alphonso graduated.
They have gone home to serve their people.
Two graduates of SCTC are proving to be leaders in the Tribal community.
Gilbert Hendrickson graduated and is enrolled at Central Michigan
University in Public Health Administration. Gilbert also participated in the
SKC alumnus, Jason Smith (right) with CSKT Tribal Chairman, James Steele, Jr.
(left) and Democratic Presidential Nominee, Barack Obama (middle)
Photo Credit: SKC
Cindy Keegan received her master’s degree in education from SGU in 2005.
She is the inclusion specialist for over 800 K-8 students in the Shannon
County School District on the Pine Ridge Reservation.
Naomi Kasto (Cheyenne River) was chosen to participate in the Washington,
D.C. Internship for Native Students (WINS) program after posting her resume
and fielding interview calls from the Social Security Administration, Health
and Human Services, and the Bureau of Indian Affairs. She chose the Social
Security Administration. Naomi graduated in May with an A.A.S. in Business
Management-Small Business Management. She was an honor student.
During her two years at UTTC, she was the president of the Small Business
Management Club, Student Senate representative, and treasurer for the
American Indian Higher Education Consortium Student Congress during the
2006-07 year.
Marla Bull Bear received her associate’s, bachelor’s, and master’s degrees
in human services. She is the executive director of the Native American
Advocacy Program, a private, non-profit serving American Indian clients with
disabilities; she is the co-chair of the SGU Board of Regents and serves on state
boards dealing with disabilities.
Jade Ducheneaux graduated from Sitting Bull College in December 2005 with
an associate’s degree in environmental science. Jade currently works for the
Cheyenne River Sioux Tribe’s (CRST) Game, Fish, and Parks Department. He
is employed under a Tribal wildlife grant to survey small mammals and small
furbearers on CRST Reservation. This new project offers him an exciting
chance to pioneer new studies, which he enjoys. For one component of the
project, he teaches children from each of the six schools on CRST Reservation
about scientific method and small mammal ecology. Seeing the students’
enjoyment made the long days rewarding and has caused him to consider a
profession in teaching. Jade is happy to contribute to the communities and
the reservation.
Stone Child College
Darrell Wright, Sr. graduated from Stone Child College in 2006 with honors;
he transferred to MSU-Northern and completed his bachelor’s degree in fall
2007. He graduated from MSU-Northern with honors. He plans to complete
his master’s degree at University of Montana and return to SCC to teach
college courses.
Patricia Moran, a 2007 graduate with an A.A. in Native American Studies,
started attending WETCC in 1997, and with determination she completed
her degree. She is the mother of seven children and has six grandchildren.
Patricia is now the manager of the White Earth Substance Abuse Program and
the Woman’s Wellbriety Center
on White Earth Reservation.
Pat also is a member of the Pine
Point Community Council, Mount
Calvary Full Gospel Church and
owns a convenience store in
Pine Point. She previously was
the FAS/FAE coordinator for
the White Earth Reservation.
The FAS/FAE program had its
Patricia Moran, Lisa Zornes, Faculty (Steve
Dahlberg), and Marie Tenorio Farley at Graduation
beginning at the college and is
2007
now housed under the White
Earth Substance Abuse Program in Photo Credit: WETCC
White Earth.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section XII. Faculty, Administrator, and Staff Demographics and Professional Profile Trends: AY 2003-04 to AY 2006-07
Indicator XII.1 Faculty, Administrator, and Staff Demographics Trends
AY 2006-07
4000
3500
3000
2500
2000
1500
1000
500
0
Total
Non-Indian Male
17.0%
Am. Indian Female
39.3%
Non-Indian Female
19.1%
Am. Indian Male
24.6%
AY 2003-04
Grand Total
Full
Time
Total 2,705
AY 2004-05
Part
Time / Visiting
Adjunct Faculty
Faculty
Total
Full
Time
AY 2005-06
Part
Time / Visiting
Adjunct Faculty
Faculty
Total
Full Time
AY 2006-07
Part
Time / Visiting
Adjunct Faculty
Faculty
Total
Full
Time
Part
Time / Visiting
Adjunct Faculty
Faculty
Total
903
1 3,609 2,865
969
0 3,834 2,673 1,005
2 3,680 2,647
904
2 3,548
1141
691
452
421
261
209
215
218
0
0
0
1
1402
900
667
640
1153
698
540
474
263
224
252
230
0
0
0
0
324
242
237
202
0
0
0
2
1400
953
697
631
1115
667
466
399
281
207
208
203
0
0
2
0
Total
623
600
1 1,224
604
605
0 1,209
677
677
0 1,354
650
661
2 1,313
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
110
121
182
210
147
111
166
176
0
0
0
1
257
232
348
387
107
116
166
215
145
117
185
158
0
0
0
0
252
233
351
373
117
136
191
234
188
149
176
164
0
0
0
0
305
285
367
398
112
130
199
209
189
133
167
172
0
0
2
0
Total
306
3
0
309
280
3
0
283
323
3
0
326
335
13
0
348
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
127
91
42
46
1
1
0
1
0
0
0
0
128
92
42
47
120
85
40
35
1
1
0
1
0
0
0
0
121
86
40
36
136
91
45
51
1
1
0
1
0
0
0
0
137
92
45
52
126
86
70
53
3
1
7
2
0
0
0
0
129
87
77
55
Total 1,459
260
0 1,719 1,571
215
0
0
0
0
Am. Indian Female g
Am. Indian Male g
Non-Indian Female g
Non-Indian Male g
1416 1075.5
922
711
792
460
704 426.5
1396
874
676
602
% Total
39.3%
24.6%
19.1%
17.0%
Faculty Only
301
263
368
381
22.9%
20.0%
28.0%
29.0%
Administrators Only
37.1%
25.0%
22.1%
15.8%
Staff Only
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
776
392
175
116
94
90
42
34
288
0 1,859 1,597
870
482
217
150
798
407
216
150
101
92
48
47
0
0
0
0
310
0 1,907 1,577
899
499
264
197
802
462
203
130
130
87
57
36
0
0
0
0
0 1,792
932
549
260
166
848
429
178
122
88
69
31
27
0
0
0
0
936
498
209
149
52.2%
27.8%
11.7%
8.3%
Both Faculty and Administrators/Staff
Total
317
40
0
357
410
73
0
483
76
15
2
93
85
15
0
100
Am. Indian Female
Am. Indian Male
Non-Indian Female
Non-Indian Male
128
87
53
49
19
7
7
7
0
0
0
0
147
94
60
56
128
90
118
74
16
14
19
24
0
0
0
0
144
104
137
98
21
22
21
12
5
5
4
1
0
0
0
2
26
27
25
15
29
22
19
15
3
7
3
2
0
0
0
0
32
29
22
17
32.0%
29.0%
22.0%
17.0%
Imputed Data:
Blackfeet
Community
College (AY
2005-06),
Haskell Indian
Nations
University
(AY 200304), Navajo
Technical
College (AY
2005-06),
Southwestern
Indian
Polytechnic
Institute (AY
2006-07)
Missing Data:
College of the
Muscogee
Nation,
Comanche
Nation
College, Diné
College, Fort
Berthold
Community
College,
Ilisagvik
College, Little
Priest Tribal
College, Wind
River Tribal
College
2000
1500
Other g
Doctorate g
Master’s g
Bachelor’s g
Associate’s g
No Degree Expert in Field g
Total by
Highest 1000
Degree Held
500
0
AY 2003-04
Total Full Time
and Part Time
American
Indian
AY 2004-05
Non-Indian
Total
American
Indian
Female
Male
AY 2005-06
Non-Indian
Female
Total
Male
American
Indian
Female
Male
AY 2006-07
Non-Indian
Female
Total
Male
American
Indian
Female
Male
Non-Indian
Female
Total 475 404 452 479 1,810 470 396 472 488 1,826 462 411 451 466 1,790 505 384 507
No Degree Expert in Field g
Associate’s g
Bachelor’s g
Master’s g
Doctorate g
Other g
Total
% Total
Male
478 1,874
29
46
4
15
94
39
51
5
23
118
31
53
10
19
113
21
58
1
11
91
4.9%
40
177
153
25
51
39
125
117
35
42
11
150
246
31
10
13
113
253
71
14
103
565
769
162
117
46
157
158
36
34
39
130
121
34
21
7
131
280
43
6
14
129
231
79
12
106
547
790
192
73
48
160
161
31
31
42
125
139
33
19
10
115
268
42
6
11
118
228
78
12
111
518
796
184
68
62
162
190
33
37
43
83
142
31
27
22
170
257
47
10
19
120
242
71
15
146
535
831
182
89
7.8%
28.5%
44.3%
9.7%
4.7%
Full Time
Total
No Degree Expert in Field
Associate’s
Bachelor’s
Master’s
Doctorate
Other
253 222 228 252
955 250 229 240 278
997 257 232 254 293 1,036 329 263 325
283 1,200
8
18
1
9
36
9
23
1
12
45
4
23
1
12
40
5
31
0
7
43
3.6%
23
73
90
18
41
15
56
80
23
30
6
56
134
24
7
6
47
128
51
11
50
232
432
116
89
20
66
100
23
32
16
59
88
25
18
3
55
149
29
3
7
51
138
63
7
46
231
475
140
60
26
70
108
19
30
17
58
96
21
17
4
52
162
30
5
6
56
147
64
8
53
236
513
134
60
55
82
128
23
36
34
51
98
23
26
19
101
159
38
8
14
57
138
54
13
122
291
523
138
83
10.2%
24.3%
43.6%
11.5%
6.9%
754 176 121 182
195
674
Part Time
Total 222 182 224 227
No Degree Expert in Field
Associate’s
Bachelor’s
Master’s
Doctorate
Other
855 220 167 232 210
829 205 179 197 173
21
28
3
6
58
30
28
4
11
73
27
30
9
7
73
16
27
1
4
48
7.1%
17
104
63
7
10
24
69
37
12
12
5
94
112
7
3
7
66
125
20
3
53
333
337
46
28
26
91
58
13
2
23
71
33
9
3
4
76
131
14
3
7
78
93
16
5
60
316
315
52
13
22
90
53
12
1
25
67
43
12
2
6
63
106
12
1
5
62
81
14
4
58
282
283
50
8
7
80
62
10
1
9
32
44
8
1
3
69
98
9
2
5
63
104
17
2
24
244
308
44
6
3.6%
36.2%
45.7%
6.5%
0.9%
Imputed Data: Diné College (AY 2003-04), Haskell Indian Nations University (AY 2003-04), Lac Courte Oreilles Ojibwa Community College (AY 2006-07), Southwestern Indian Polytechnic
Institute (AY 2006-07)
Missing Data: Blackfeet Community College, College of the Muscogee Nation, Ilisagvik College, Little Priest Tribal College, Navajo Technical College
AIHEC-AIMS
Fact Book 2007
AIMS
AIMS Fact
Fact Book
Book 2005
2005
Indicator XII.2 Highest Degree Held by Faculty, Teaching Staff, and Administrators
40000
35000
30000
25000
20000
15000
10000
5000
0
AY 2003-04
American Indian
Full Time
Female
Part Time
Indicator XII.3 Faculty Average Salary and Teaching Load Trends
Male
AY 2004-05
Non-Indian
Female
Male
Non American Indian
Non-Indian
weighted
Female
Male
Female
Male
Average
AY 2005-06
Non American Indian
Non-Indian
weighted
Female
Male
Female
Male
Average
AY 2006-07
Non American Indian
Non-Indian
weighted
Female
Male
Female
Male
Average
Non
weighted
Average
Average Salary
per Academic $33,960 $34,987 $34,895 $34,856 $34,689 $34,494 $35,289 $36,035 $36,081 $35,398 $35,664 $36,619 $37,576 $36,027 $36,314 $36,337 $38,776 $37,539 $36,341 $37,248
Year
Average # of
9
8
9
9
9
9
8
9
9
9
9
8
9
9
9
9
10
9
9
9
Courses Taught
Each Year
Average # of
13
13
12
12
12
14
13
13
13
13
13
13
13
13
16
14
15
14
15
Students per 12
Course
Average Salary
per Credit $468 $464 $470 $468 $467 $473 $482 $476 $473 $482 $484 $484 $486 $486 $486 $480 $490 $487 $479 $484
Hour
Average # of
2
3
3
2
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
Courses Taught
Each Year
Average # of
11
12
11
12
11
12
11
11
12
11
12
11
12
12
14
13
13
13
13
Students per 12
Course
Imputed Data: Bay Mills Community College (AY 2006-07), Keweenaw Bay Ojibwa (AY 2006-07), Lac Courte Oreilles Ojibwa Community College, Southwestern Indian Polytechnic Institute (AY 200607), Stone Child College (part time - average number of courses taught each year and average number of students per course - AY 2005-06), Turtle Mountain Community College (AY 2003-04), United
Tribes Technical College (full time - AY 2006-07, part time - AY 2003-04 and AY 2006-07)
Missing Data: Blackfeet Community, College of the Muscogee Nation, Comanche Nation College, Diné College, Fond du Lac Tribal and Community College, Haskell Indian Nations University, Ilisagvik
College, Little Priest Tribal College, Navajo Technical College, Saginaw Chippewa Tribal College (part time average salary per credit hour), Southwestern Indian Polytechnic Institute (full time- average
number of courses taught each year and average number of students per course, part time), Turtle Mountain Community College (full time - average number of courses taught each year and average
number of students per course, part time), White Earth Tribal and Community College, Wind River Tribal College (full time - average number of courses taught each year and average number of
students per course, part time)
Indicator XIII.1 Faculty, Administrator, and Staff Professional Development and Service Trends: AY 2003-04 to AY 2006-07
AY 2003-04
Professional Development Activities
AY 2004-05
AY 2005-06
AY 2006-07
Number of
Number of
Number of
Number of
Person
Faculty/
Person
Faculty/
Person
Faculty/
Person
Faculty/
Administrators/ Activities (PA)* Administrators/ Activities (PA) Administrators/ Activities (PA) Administrators/ Activities (PA)
Staff
Staff
Staff
Staff
Attended National Conferences
247
463
313
445
418
913
406
859
Attended National Conferences
398
1,202
412
1,087
537
1,335
508
1,618
Enrolled in Study for Advanced Degree
or Certification
144
206
137
182
170
192
159
266
Participated in Summer Programs
136
171
142
148
184
339
175
549
* Person Activities (PA) is equal to the number of people attending an activity times the number of activities e.g., if 2 people attend 2 conferences, and 1 person attends 3 conferences, PA equals (2 x
2) + (1 x 3) = 7
Imputed Data: Chief Dull Knife College (AY 2005-05), College of Menominee Nation (AY 2003-04), Comanche Nation College (Person Activities AY 2005-06), Lac Courte Orielles Ojibwa Community
College (AY 2006-07), Saginaw Chippewa Tribal College (AY 2003-04), Salish Kootenai College (Person Activities AY 2003-04), Stone Child College (AY 2004-05), United Tribes Technical College (AY
2006-07), White Earth Tribal and Community College (enrolled in study for advanced degree or certification and participated in summer program Person Activities AY 2005-06), Person Activities AY
2006-07)
Missing Data: Blackfeet Community College, College of the Muscogee Nation, Diné College, Fond du Lac Tribal and Community College, Fort Berthold Community College, Fort Peck Community
College, Haskell Indian Nations University, Leech Lake Tribal College, Little Priest Tribal College, Navajo Technical College, Oglala Lakota College, Sinte Gleska University, Southwestern Indian Polytechnic
Institute, Turtle Mountain Community College, Wind River Tribal College
AY 2003-04
Service Contribution
Number of
Faculty/
Administrators/
Staff
AY 2004-05
Total Hours
Number of
Faculty/
Administrators/
Staff
AY 2005-06
Total Hours
Number of
Faculty/
Administrators/
Staff
AY 2006-07
Total Hours
Number of
Faculty/
Administrators/
Staff
Total Hours
Student Support Services
200
31,941
207
37,341
274
71,906
257
75,280
Campus Activities/Committee Services
370
7,565
397
9,207
487
24,337
550
23,403
Curriculum/Course Development
209
3,132
244
3,600
274
13,595
286
28,685
Laboratory Development/Enhancement
52
1,675
63
1,227
78
3,595
66
4,475
Community Service as a Representative
of the Institution (e.g. Tribal Committee)
144
1,717
138
2,405
187
7,701
177
7,527
Imputed Data: Bay Mills Community College (student support services and campus activities/committe services - Total Hours - AY 2003-04, student support services and campus activities/committee
services - AY 2004-05), Chief Dull Knife College (AY 2005-06), College of Menominee Nation (AY 2003-04, Total Hours - AY 2006-07), Comanche Nation College (Total Hours - AY 2005-06), Fond
du Lac Tribal and Community College (Total Hours - AY 2003-04), Leech Lake Tribal College (Total Hours - AY 2003-04), Stone Child College (AY 2004-05), White Earth Tribal and Community College
(Curriculum Course Development - Total Hours - AY 2005-06, AY 2006-07)
Missing Data: Blackfeet Community College, College of the Muscogee Nation, Diné College, Fort Peck Community College, Haskell Indian Nations University, Lac Courte Oreilles Ojibwa Community
College, Little Priest Tribal College, Navajo Technical College, Oglala Lakota College, Saginaw Chippewa Tribal College, Salish Kootenai College, Sinte Gleska University, Southwestern Indian Polytechnic
Institute, Turtle Mountain Community College, United Tribes Technical College, Wind River Tribal College
AIHEC-AIMS
Fact Book 2007
AIMS
AIMS Fact
Fact Book
Book 2005
2005
Section XIII. Faculty, Administrator, and Staff Professional Development & Research Activities Trends, and Outstanding Achievements
Indicator XIII.2 Faculty, Administrator, and Staff Research, Creative Activities, and Outcomes Trends: AY 2003-04 to 2006-07
AY 2003-04
Publications and Presentations
AY 2004-05
AY 2005-06
AY 2006-07
Number of
Number of
Number of
Number of
Number of Pub.
Faculty/
Number of Pub.
Faculty/
Number of Pub.
Faculty/
Number of Pub.
Faculty/
& Pres.
Administrators/
& Pres.
Administrators/
& Pres.
Administrators/
& Pres.
Administrators/
Staff
Staff
Staff
Staff
Refereed Journal Papers Submitted
10
11
12
13
22
18
18
14
Refereed Journal Papers Published
28
52
11
18
22
19
12
12
Other Publications (books, chapters,
etc.)
34
74
22
46
28
39
40
52
Conference Proceedings Published
48
74
23
32
21
31
25
36
110
122
101
69
137
161
85
325
58
239
49
75
83
73
58
72
69
157
106
158
127
201
153
314
56
142
71
125
102
171
116
299
Scholarly Creative Cultural Activities
(ex. exhibit, play)
Professional Presentations at National
Conferences
Professional Presentations at OnCampus Workshops / Seminars
Professional Presentations at OffCampus Workshops / Seminars
Imputed Data: Blackfeet Community College (AY 2005-06), Chief Dull Knife College (AY 2005-06), College of Menominee Nation (AY 2003-04), Haskell Indian Nations University (AY 2003-04, other
publications - Number of publications and presentations - AY 2004-05, refereed journal papers submitted - number of publications and presentations - AY 2006-07), Navajo Technical College (AY
2006-07), Northwest Indian College (number of publications and presentations - AY 2004-05), Saginaw Chippewa Tribal College (AY 2003-04), Salish Kootenai College (number of publications and
presentations - AY 2003-04), Stone Child College (AY 2004-05), White Earth Tribal and Community College (scholarly creative cultural activities, professional presentations at national conferences,
professional presentations at on-campus workshops/seminars, professional presentations at off-campus workshops/seminars - number of publications and presentations - AY 2006-07)
Missing Data: Comanche Nation College, College of the Muscogee Nation, Diné College, Fond du Lac Tribal and Community College, Fort Peck Community College, Lac Courte Oreilles Ojibwa
Community College, Leech Lake Tribal College, Little Priest Tribal College, Oglala Lakota College, Southwestern Indian Polytechnic Institute, Sisseton Wahpeton College, Tohono O’odham Community
College, Turtle Mountain Community College, United Tribes Technical College, Wind River Tribal College
Proposals Submitted and Funded
AY 2004-05
Number of
Proposals
Number of
Faculty/
Administrators/
Staff
AY 2005-06
Number of
Proposals
Number of
Faculty/
Administrators/
Staff
AY 2006-07
Number of
Proposals
Number of
Faculty/
Administrators/
Staff
Number of
Proposals
Proposals Submitted for External
Funding
117
241
96
177
208
326
137
225
External Proposals Funded
67
190
62
110
180
205
88
129
Total Amount of Funded Awards ($)
$45,323,468
$38,754,560
$75,689,597
$41,603,328
Imputed Data: Haskell Indian Nations University (AY 2003-04), Navajo Technical College (AY 2006-07), Northwest Indian College (proposals submitted for external funding - number of proposals - AY
2004-05) Stone Child College (AY 2004-05), White Earth Tribal and Community College (proposals submitted for external funding - number of faculty/administrators/staff - AY 2005-06)
Missing Data: Blackfeet Community College, Cankdeska Cikana Community College, Chief Dull Knife College, College of Menominee Nation, College of the Muscogee Nation, Comanche Nation
College, Diné College, Fond du Lac Tribal and Community College, Fort Peck Community College, Lac Courte Oreilles Ojibwa Community College, Little Big Horn College, Oglala Lakota College,
Southwestern Indian Polytechnic Institute, Sisseton Wahpeton College, Tohono O’odham Community College, United Tribes Technical College, Wind River Tribal College
AY 2003-04
Faculty/Administrator/
Staff Support for Research
Number of
Faculty/
Administrators/
Staff
AY 2004-05
Number of
Proposals
Number of
Faculty/
Administrators/
Staff
AY 2005-06
Number of
Proposals
Number of
Faculty/
Administrators/
Staff
AY 2006-07
Number of
Proposals
Number of
Faculty/
Administrators/
Staff
Number of
Proposals
Release Time/Reduction of Course Load
29
4,167
24
1,134
35
498
42
1,098
Provision of Professional Research Staff
18
5
8
27
10
1,817
10
5,441
Provision of Student Research Assistant
30
11
21
2,205
30
286
10
1,446
Imputed Data: Chief Dull Knife College (AY 2005-06), College of Menominee Nation (AY 2003-04), Fond du Lac Tribal and Community College (release time/reduction of course load - total hours
- AYs 2003-04, 2004-05, 2005-06), Fort Peck Community College (AY 2004-05), Haskell Indian Nations University (AY 2003-04), Lac Courte Oreilles Ojibwa Community College (AY 2006-07), Navajo
Technical College (AY 2006-07), Northwest Indian College (total hours - AY 2004-05), Stone Child College (AY 2004-05)
Missing Data: Blackfeet Community College, College of the Muscogee Nation, Comanche Nation College, Diné College, Oglala Lakota College, Salish Kootenai College, Sisseton Wahpeton College,
Turtle Mountain Community College, United Tribes Technical College, Wind River Tribal College
AIHEC-AIMS
Fact Book 2007
AIMS
AIMS Fact
Fact Book
Book 2005
2005
AY 2003-04
Number of
Faculty/
Administrators/
Staff
Indicator XIII.3 Faculty, Administrator, and Staff Outstanding Achievements: AY 2006-07
Many BMCC faculty and staff have demonstrated outstanding achievements
over the past year:
• Librarian Rick Elder submitted a successful proposal to bring Lewis and
Clark educational materials to BMCC
Faculty accomplishments that demonstrate personal achievement as well as
service to the community include:
• Mari King received the People Choice Award in Arts from the First People
Fund
• Director of Research Dr. Michael Doyle completed the Superior Township
Wind Resource Study and was a member of a USDA-FAS team which
travelled to the Congo to provide expertise on the development of school
gardens
• Cindy Doore received recognition from the academic affairs department
for developing an environmental and water quality lab at BCC. The lab will
assist the Tribe and community members.
• Science Department Chair Paul Ripple organized and facilitated a successful
GLOBE education workshop for area in-service and pre-service teachers. He
also successfully implemented an NSF TCUP planning grant
• Extension Director Dr. Steve Yanni continues to serve on the Michigan
State University Extension and Agriculture Experiment Station State
Council; he was recently elected as 2008 chair-elect for the council
Mari King
• Health and fitness instructor/extension specialist John Krentz has led
many successful health promotion activities for the Bay Mills Indian
Community
Paul Ripple
John Krentz
Mike Doyle
Photo Credits: BMCC
Cindy Doore
Photo Credits: BCC
Harold McCowan, selected as CCCC’s
2007 American Indian College Fund
faculty member of the year, is vice
president of technology, and Title III
director. He teaches technology and
business courses and has been with
CCCC for over ten years. Harold puts
his students’ needs first and, along with
the rest of the technology department
staff, repairs computers that are given
to students for doing their coursework
at home. Harold also oversees the
construction of CCCC’s building projects.
Harold McCowan
Photo Credit: CCCC
Sharon Fredericks was awarded the AICF faculty member of the year (20062007) for overall outstanding achievement.
Mick Gillespie was selected as the AICF outstanding faculty for 2006-07.
Michael Gillespie has taught in the biology and chemistry department for
eight years. He began his work with FDLTCC as an adjunct faculty member.
His indefatigable enthusiasm and hard work won him an unlimited faculty
position. Mick has written and received several grants in the area of research.
His research projects are concerned with areas that will better life for his
students and society in general. Mick was nominated by the vice president
of academic affairs at FDLTCC. Mick is currently a resident of Duluth and a
science advisor at FDLTCC.
Erin Thomas served as the Five
Clans Rocket Team’s faculty
advisor. Competing with
undergraduate and graduate
teams from leading Wisconsin
colleges and universities, the
College of Menominee Nation’s
Five Clans Rocket Team won the
director’s award for a creative
solution to an engineering
CMN’s Five Clans Rocket Team with faculty advisor
Erin Thomas (front left)
challenge. The award carried
a monetary prize of $1,000.
Photo Credit: CMN
With this success, CMN’s
Five Clans Rocket Team was invited to qualify for national competitions. In
October 2007, the team qualified to compete nationally.
Juanita Pahdopony was awarded the Tribal College Fellow Scholarship Award
to Harvard School of Education’s management development program (MDP)
in summer 2007.
Carlotta Nowell, director of allied health, collaborates with the Comanche
Nation higher education GED program to build a bridge program from the
GED to the LPN Program.
C. Kim Winkelman was elected as Indian of the year in 2006 for his
accomplishment.
Bryan Jon Maciewski was nominated for the MIEA award by the
administration of FDLTCC. Bryan is currently a resident of Duluth and
grew up in the Brookston area. He has taught business, management,
entrepreneurship, and related courses at the college for ten years. Bryan is
also the faculty advisor to the American Indian Business Leaders student
organization at FDLTCC.
Dan Jones has been MIEA MN Indian Ed Post Secondary for five years. Dan
Jones has been an American Indian Studies instructor for FDLTCC since
1997. He is a candidate for a master’s in indigenous philosophy from Ontario,
Canada. He has received several awards including the Distinguished Person of
Color of the Year award.
Anna Fellegy and Roxanne DeLille attended the Luoma Leadership Academy
in 2006-2007; Anita Hansen attended the Luoma Leadership Academy in
2007-2008; and Mary Gayle Pucel was a Minnesota State Colleges and
Universities Outstanding Educator (Student Senate Award).
Edward Garrison, faculty member and PI of this project for Diné College, was
mentored in modern molecular cell biology research at Mayo-Scottsdale for
nine weeks in the summer of 2006.
Bruce Bradway, psychology/human services instructor, volunteers for the
local Fort Belknap Veterans Committee. Bruce is a veteran and offers his
services as a flag carrier and honor guard and works on the fundraising
activities. Bruce has been elected to serve on the committee as a member
during the annual powwow celebration for Veterans Day. He spends countless
hours working on fundraising activities and enjoys every minute of it.
Mark Bauer, faculty member and Co-PI for Diné College, is being mentored in
behavioral sciences research at Mayo-Rochester for five weeks in the summer
of 2007.
Cheryl Morales, TCUP Coordinator, was elected for a second term to the local
Harlem High School Board. Cheryl has five children who attended the Harlem
School, and she is active in all the school activities.
Diné College
AIHEC-AIMS
Fact Book 2007
AIMS
AIMS Fact
Fact Book
Book 2005
2005
Margarett Campbell, vice president for community services, was elected vice
chairwoman of the Democratic Party in Montana. Dr. Campbell serves as
the minority whip in the Montana state legislature. She earned a bachelor of
science and a master of education at Northern Montana College and a doctor
of education at the University of Montana.
Barb Anderson, learning center instructor, earned a master’s degree from
Lesley University, Massachusetts. Steven Holt, FPCC part time instructor,
received an M.A. in Music at the University of Montana. Chris Martinez,
FPCC Agriculture Department, received a hazmat materials abatement
certification. All FPCC Agricultural Department personnel received
pesticide control certification. Glenn Black, FPCC science instructor, is
methamphetamine lab cleanup specialist/instructor.
Two FPCC staff members, Ingrid Firemoon and Donna Buckles-Whitmer,
were elected as a Fort Peck Tribal councilwomen. Garrett Big Leggins,
American Indian studies instructor, was elected to the Tribal Council in
October 2007.
Ron Jackson, FPCC public liaison director, is currently the chairman of the
Wolf Point School Board, a volunteer for the Wolf Point Food Bank, and holds
many volunteer positions in the community. The FPCC round dances would
not take place without the guidance and commitment he has shown to making
them a reality. Ron is committed to bringing the Native culture back into the
reservation communities. Ron is a wonderful mentor to FPCC students. FPCC
students seem drawn to Ron, likely because he is very open to their troubles
and willing to listen and help when he can. Ron has completed his master’s
degree from the University of Great Falls, Montana.
Ilisagvik College
David Ongley, librarian for the Tuzzy
Consortium Library, is an executive
council member of the Alaska Library
Association and vice president to the
American Library Association. He is
chair of the American Library Association
Committee on Rural, Native, and Tribal
Libraries of All Kinds and 20 North Slope
libraries, including the Tundra Times
David Ongley
Photograph and Indexing Projects. He
Photo Credit: IC
was the first president of the Alaska
Library Network in 2007. He was representative to the American Library
Association, 1999-2007. He also was editor of the conference proceedings of
the third International Indigenous Librarians Forum in 2005; was selected
to Library Journal’s Movers and Shakers list in 2006; coauthored “Culturally
Responsive Guidelines for Alaska Public Libraries” in 2001; and was president
of the American Indian Library Association, 2003-2004.
Fannie Pikok Akpik is the assistant
professor of Iñupiaq studies associate of
arts degree program at Ilisagvik College.
Ms. Akpik received her A.A. from the
University of Alaska Fairbanks and was
inducted into the international honor
society, Phi Kappa Phi not long after. In
her nomination, she was cited for her
community involvement and her incredible
commitment in perpetuating Iñupiaq
culture, language, and traditions through
her years of teaching early childhood
education (ECE) through adults. She has
Fannie Pikok Alpik
held positions as assistant professor of
Photo Credit: IC
Iñupiaq studies, Nuvukmiut dancer, vice
president of Atqasuk Corporation, and vice chairperson of the Iñupiaq History,
Language, and Culture Commission for the North Slope Borough. Ms. Akpik
also produces and broadcasts the Iñupiaq word of the day segment for radio
station KBRW. Kuutuuq, a proud Iñupiaq, has lived in Barrow most of her life.
Debby Edwardson, director of workforce
development, holds an M.F.A. in Writing from
Vermont College, where she was awarded
the Jane Resh Thomas Prize in Critical
Scholarship for her critical thesis, “Worldview
in Contemporary Indigenous/Native American
Literature: Language, Landscape and the
Spiritual Geography of Story.” Her picture
book Whale Snow (Charlesbridge 2003) was
named to the prestigious Best Books for
a Global Society list by the International
Reading Association. It was also named a
Debby Edwaqrdson
Banks Street Best Book and selected as a
Photo Credit: IC
Notable Social Studies Book by the National
Council for the Social Studies and the Children’s Book Council. She has twice
been awarded work-in-progress grants from the Society of Children’s Book
Writers and Illustrators. Her novel, Blessing’s Bead, will come out from Farrar,
Laura Thomas, an adjunct instructor,
is secretary for the Barrow Hockey and
Curling Association and field and lab
director for the Nuvuk Archaeology
Project, an ongoing archaeological
excavation of the 1,200 year old
village of Nuvuk at Point Barrow. She
conducted outreach presentations at
Barrow High School and Kiita in AY
2006-07. She presented two conference Laura Thomas
papers:
Photo Credit: IC
• “Mid-Holocene Climate Change in Kotzebue Sound, Alaska: The Story
of the Beach Ridge” paper presented at the Rapid Landscape Change
Interdisciplinary Meeting, Whitehorse, YT, in 2006; and
• “The Thule Cemetery at Nuvuk: Burial Patterns and Practices at the Top of
the World” paper presented at the 34th Alaska Anthropological Association
Annual Meeting, Anchorage, AK, in 2007.
In 2007, her article with Christyann M. Darwent, “Arctic/Subarctic: Animals,”
was published in Environment, Origins and Population, Vol. 3, Handbook of North
American Indians.
faculty, staff, students, and alumni participated in the Kellogg Foundationsponsored exchange program with artists, educators, and cultural leaders
in southern Africa, Indigenous Economics: The Answers Lie Within.
They traveled to southern Africa, June 25-July 10, 2007, and conducted
presentations, discussion-information exchanges, panels, and planning
sessions with colleagues in five countries in southern Africa. Hayes Lewis,
director of the IAIA Center for Lifelong Education, provided leadership for trip
organization and continuing follow-up.
Ed Wapp, Indigenous liberal studies faculty member, was a scholar-inresidence at the University of Le Havre in France in April and May 2007.
Carlos Peinado, new media arts department chair, has received critical
acclaim for his new documentary film, Waterbusters, which has been shown
at numerous film festivals at the National Museum of the American Indian in
Washington, D.C., New York, San Francisco, Portland, Seattle, and Santa Fe.
Academic Dean Ann Filemyr, Ph.D., Museum Director John Grimes, studio
arts faculty Charlene Teters, and Museum Chief Curator Joseph Sanchez
were invited to become fellows of the Santa Fe Art Institute and participate in
the dialogue on Dismantling Creative Apartheid in November 2007.
Learning Support Center Director Diane Reyna organized and hosted the
second annual national Convening for Student Success conference. The LSC
received national recognition by the First Year Experience Institute in South
Carolina for its leadership in developing and delivering a unique first year
experience for Tribal college students. Museum Director John Grimes was
selected to participate in the national museum leadership training program
at the Getty Institute, July 2007. Academic Dean Ann Filemyr, Ph.D., and
Director of the Learning Support Center Diane Reyna inspired the exhibit and
served on the curatorial board for, “Lifting the Veil: New Mexico Women and
the Tricultural Myth,” which ran March 1- May 31 at the IAIA Museum. They
worked closely with museum staff curators Tatiana Lomahaftewa Singer and
Paula Rivera. The exhibition had tremendous regional press coverage, and
over 400 people attended the opening at the museum.
Norman Akers, M.F.A., studio arts faculty, in September 2007, held a oneman show and lecture presentation at the University of Kansas-Lawrence.
He was selected for National Native American Print series in 2007 by the
Smithsonian. Norman was included in the Native American Place exhibition,
winter 2007, at the Indian Pueblo Cultural Center in Albuquerque and
presented a lecture on his work. He held one-man show and lecture in fall
2006 at the Gary Farmer Gallery.
Jessie Ryker Crawford, M.A., museum studies faculty, and Linda
Lomahaftewa, M.F.A. studio arts faculty, were appointed to the Native
American Arts Studies Association Board of Directors and attended the
conference in Fairbanks, Alaska. The following faculty and staff also attended
and presented critical papers at this annual conference: Lee Anne Wilson,
chair of the museum studies program; John Grimes, museum director; and
Joseph Sanchez, museum deputy director and chief curator. Forty IAIA
Mary DeLine, the college’s early childhood education department chair, was
qualified by the Council for Professional Recognition and listed in the Child
Development Associate (CDA) National Credentialing Program advisors
registry. Mary may act as an advisor for CDA candidates seeking credentials in
a center-based preschool setting, caring for infants and toddlers, or as a home
visitor. As an advisor, Mary will help CDA candidates enroll in formal child
care education classes and trainings, verify candidates’ progress in becoming
more skilled care providers for young children, assist in development of the
AIHEC-AIMS
Fact Book 2007
AIMS
AIMS Fact
Fact Book
Book 2005
2005
Straus, and Giroux in 2009. Ms. Edwardson also serves on the North Slope
Borough School District’s Board of Education and has owned and operated her
own business.
professional resource file, conduct informal observations on a regular basis,
conduct a formal observation, and evaluate candidates’ performance using the
CDA observation instrument. Mary will work to assure that students progress
to meet CDA requirements and are prepared to take the national CDA test for
professional recognition.
geography at the University of British Columbia. Justin Guillory, dean of
extended campuses, is a Ph.D. candidate in higher education administration
at Washington State University. Lisa Santana, dean of enrollment services,
is nearing completion of her M.Ed. in Student Personnel Administration from
Western Washington University. Chris Flack, student services advisor, is
completing an M.A. in Anthropology from Western Washington University.
Duane (Dewey) Goodwin, art instructor at Leech
Lake Tribal College for ten years, was selected
as one of 14 sculptors to participate in the 2006
International Sculpture Symposium in St. Paul,
MN. Participants, chosen on account of their
artistic accomplishments, received grants of
$10,000 each. Working with rock chosen from
Minnesota quarries, each artist completed a
life-size sculpture featuring his/her own unique
style of sculpting. Dewey’s sculpture, Sacred
Dish, stands seven feet tall, weighs seven-andDuane Goodwin
a-half tons, and is located in Mounds Park, St.
Photo Credit: LLTC
Paul, Minnesota. The symposium’s mission is to
promote international understanding through stone carving.
Wayne Woods, speech and humanities faculty, produced two plays and
presented them to NWIC and the Lummi Nation. Hollywood Arms was a multiact play featuring NWIC student actors. A General’s Life, a one act play cowritten by Wayne Woods and NWIC student Victor Johnson and performed
by NWIC students and staff for NWIC and the community.
Tim McCleary’s handbook, Tipis to Square Houses, for Chief Plenty Coups
State Park was published through Montana Fish Wildlife and Parks. Lanny
Real Bird and Roy Stewart worked on several videos on Plains Indian sign
language, oral traditions of the Apsáalooke, and Carriers of the Cradle Board
project.
NWIC hosted the first annual Vine Deloria Jr. Indigenous Studies Symposium
during summer 2006. Rissa Wabaunsee, vice president of instruction, and
Steve Pavlick, NWIC faculty, co-chaired the symposium committee. Several
hundred Native scholars and Indigenous studies students from the U.S. and
Canada attended the symposium. NWIC brought together approximately
30 Native American studies scholars from the U.S. and Canada to present
papers on issues and topics of interest to Vine and his research. The Center
for Service Learning integrated service learning into courses and into the
community. Library staff Virginia Penso and Jody Davis helped faculty to
develop a library at the Lummi Nation senior living center, Little Bear Creek.
Emma Norman was the faculty liaison for integrating service learning into
courses throughout the college and leading activities to support faculty in
successful integration of service learning into courses. Emma worked with
faculty fellows, Janice Brendible, Ane Berrett, Adib Jamshedi, Elva Eisel,
Terri Plake, and Cal Scheidegger, who conducted focused projects in service
learning in their classes. Other service learning projects include students
working in salmon recovery with the local non-profit organization, Nooksack
Salmon Enhancement.
Anne Marie Karlberg, NWIC’s director of assessment, completed a Ph.D. in
Educational Studies from the University of British Columbia. For her doctoral
thesis, she presented a case study of NWIC’s assessment program. The aim
of this study was to advance theoretical and applied knowledge in the field of
assessment within Tribal colleges.
OLC’s new foundational studies department director, Dan Koopman,
and faculty Jamie Lee have successfully attained national certification
as developmental educators from the National Center for Developmental
Education. These credentials and training will allow them to better serve
the college and its students who require remedial education services. A
lengthy research-based practicum demonstrating scholarly application and
applied educational practice was required in a summer training institute at
Appalachian State University in North Carolina.
Sara Plaggemeyer completed her Master of Arts in Education Curriculum and
Instruction last May. Aldean Good Luck finished her bachelor of arts.
Santi Alston, an NWIC student services advisor, received his M.Ed. in Student
Personnel Administration from Western Washington University. Several other
NWIC faculty and staff are pursuing higher degrees. Emma Norman, faculty
in environmental studies and geography, is a Ph.D. candidate in cultural
Currently, SCTC has four full-time faculty and five administrators. During
AY 2006-2007, faculty taught four classes each semester and assisted in
the writing of the self study report for accreditation. Laura Gregg, English
instructor, chaired the self study process and led SCTC successfully through
the process. During this time, administration continued to provide services to
students, write grants, and assist with the writing of the self study. It is only
through the dedication and perseverance of the SCTC staff that the college was
able to achieve initial accreditation.
Cindy O’Dell, SKC education department head, started the accreditation
process for a bachelor of secondary education degree. Co Carew, SKC social
work department head, started the accreditation process for a bachelor of
social work degree.
Polly Dupuis, SKC math instructor, has taken the lead in developing an
electronic classroom through the use of SMART Boards and related electronic
educational devices to provide excitement through increased personal
interaction with her students. The SKC IT department, with Polly’s assistance,
has set goals to increase the number of electronic classrooms on campus. Dr.
Tim Olson, SKC science department chair, is developing his second piece of
hardware for use in the next NASA Mars Rover project.
Arts and sciences instructors Mary Henson Saunders and Sammie Bordeaux
will have essays on teaching the novels of Willa Cather published in a book
compiled by Northwest Missouri State University.
President Lionel Bordeaux was honored at the 21st Annual National
Reservation Economic Summit (RES 2007) with the Living Legend Award,
given to an individual for a lifetime of work and commitment to Indian
Country. RES is the premier American Indian economic and business
development conference in the nation, sponsored by the National Center for
American Indian Enterprise Development (NCAIED) from Mesa, AZ. Awards
are given to individuals and firms to honor them and to highlight their
commitment to make economic development a reality for Indian Tribes across
the country.
Albert White Hat, an instructor in the Lakota studies department, and
Harvey “Jack” Herman, the SGU registrar, received the 2007 Governor’s
Awards in the Arts. White Hat received the Living Indian Treasure Award.
Herman received the award for Outstanding Support of the Arts by an
Individual. Both were honored by South Dakota’s Governor Mike Rounds at a
ceremony and reception in January. Both are alumni and employees of SGU.
White Hat has worked for the university as an instructor in the Lakota studies
department for 24 years. He is the author of Reading and Writing the Lakota
Language and is well-known for his expertise in Lakota language, history, and
culture. Herman is an artist who serves as the coordinator of the Northern
Plains Indian Art Market. He began his association with this event in 1991
and has served as its coordinator since the University assumed sponsorship
in 2004. He is currently the SGU registrar while he continues his graphic arts
work, such as designing and creating the unique buckskin diplomas presented
to each SGU graduate.
Genelle Merritt, chief finance officer, was recognized for 30 years of service at
the Founder’s Week Appreciation Dinner. Margaret Grant, assistant director
of the adult basic education program was honored for 25 years service.
Fifteen-year recognition awards went to instructors Sammie Bordeaux (arts
and sciences), Burdette Clifford (human services), Duane Hollow Horn Bear
(Lakota studies), and David Weisser (arts and sciences). Maureece Heinert,
instructor in the business department, received her M.B.A from Gonzaga
University.
Steven King was named faculty of the year for his outstanding service to
SWC’s students. He tirelessly took his students to local events relating to his
courses in an attempt to stoke their enthusiasm for class topics.
Donna Seaboy, financial aid director at Sitting Bull College, was selected as
the outstanding 2007 Higher Education Resource for Students Organization
(HERO) individual of the year. The award is given yearly to an individual
who supports student services. Jon Eagle, vocational rehabilitation director,
was appointment by Governor John Hoeven to the North Dakota State
Rehabilitation Council. Librarian Mark Holman was nominated to serve on
the North Dakota library coordinating council and the Census Information
Center Steering Committee. Kathryn Froelich completed her Ph.D. program
in teaching and learning in higher education from University of North Dakota.
Stone Child College
Four staff members earned their bachelor’s degrees in 2007—Ida Ahenakew,
Brenda Azure, Athena Galbavy, and Shanon Monteau. Tracy Jilot, a staff
member from Stone Child College, also received her master’s degree in library
media in 2007. Douglas Crebs, instructor at Stone Child College, received
training in global positioning systems.
AIHEC-AIMS
Fact Book 2007
AIMS
AIMS Fact
Fact Book
Book 2005
2005
A number of faculty participated in community service activities through
student service learning activities, such as diabetes PowerPoint presentations
for local high schools and community entities (retirement home). Early
childhood program students took part in activities with local daycares and
the Head Start programs. Faculty from the English, math, science, and early
childhood departments contributed to a workshop for all area 3rd graders on
living healthy lifestyles (nutrition, exercise, etc). Faculty held a silent auction
and donated the money to students for Thanksgiving and Christmas dinners.
Science faculty have contributed to research in preeclampsia, the value of
native American plants for medicine (chemistry), and West Nile virus.
Faculty and staff presented academic programs and tours of the campus to all
area high school seniors and juniors for college career day.
TMCC’s Ojibwa language instructor received an outstanding faculty award
from the American Indian Scholarship program.
This year marks the 30th anniversary of the presidency of David M. Gipp.
Gipp is the third individual to permanently lead the college since its founding
by North Dakota Tribal leaders in 1969. He was associated with the college in
its formative years and began serving as executive director, now president, on
May 2, 1977.
The U.S. Department of Commerce’s Minority Business Development Agency
recognized the North Dakota/South Dakota Native American Business
Enterprise Center as the national outstanding performance leader for the
2006 program year. The award was presented during its national conference
in Phoenix, AZ. The center has been one of the intertribal programs of the
college since the early 1980s. The ND/SD NABEC is one of seven centers
across the nation that provides assistance to Native American small business
entrepreneurs and tribes.
Four UTTC staff completed doctoral programs during the 2006-2007 year:
Harriet Skye, vice president of intertribal programs; Leah Woodke, director
of online and distance education; Jen Jenecek-Hartman, director of Tribal
environmental science programs; and Cheryl Long Feather, research director.
Indicator XIV.1 New Grants or External Funding, and Partnerships/Collaborations
New Grants or External Funding: Bay Mills Community College received a
Title III Construction grant in the AY 06-07. This $1.5 million grant is being
used for the construction of the new Great Lakes Composites Institute.
This facility is intended for research and development of new thermoplastic
composites which can be infused with other elements, such as Kevlar, and
designed to be used in place of many products that currently use other
materials. Bay Mills Community College plans to work with other institutions
of higher learning to develop articulation agreements for plastics-based
curriculum.
• BMCC currently provides both academic and Native language courses to
four federally recognized Tribal communities in addition to the Bay Mills
Indian Community. Several Native studies courses are offered by BMCC
at a neighboring university campus and BMCC provides classroom space
for a master’s-level program in school principalship for Central Michigan
University
• BMCC’s Small Scale Switch Grass Pelletization research project includes
partnerships with Michigan State University and the Agriculture Research
Service
Partnerships/Collaborations: BMCC is engaged in the following research/
academic partnerships with other entities:
• BMCC has articulation agreements with numerous universities to encourage
and allow for efficient transfer of BMCC graduates
• A wind resource study was recently completed with assistance from the
National Renewable Energy Lab (NREL)
• BMCC has partnered with Great Lakes Composites to develop the Great
Lakes Composites Institute, a research, testing, and training institute to
support the plastic composites industry
• BMCC’s biodiesel education program will be complete by November 2007;
this project was funded by USDA-CSREES, partners include the Eastern
Upper Peninsula Intermediate School District (EUPISD) and the Inter-Tribal
Council of Michigan (ITC)
• BMCC recently entered into an agreement with the Sault Ste. Marie Tribe of
Chippewa Indians (Sault Tribe) to facilitate BMCC courses at the Sault Tribe
for their employees
• BMCC has entered into agreements with a number of Tribal Communities
(Keweenaw Bay Indian Community, Little Traverse Band of Odawa Indians,
Prairie Band of Potawatomi Indians) to provide Ojibwa language education
programs
• BMCC has a partnership with Ferris State University to offer all four years
of a teacher education program on BMCC’s campus
• An agreement with the Michigan State University Native American Institute
provides half of the funding for BMCC’s director of research
• BMCC joined with Michigan State University and the Inter Tribal Council
of Michigan to develop a research and program development partnership to
improve outcomes for children enrolled in Michigan-based, American Indian
Head Start/Early Head Start programs
• BMCC collaborated with several institutions to assess the current BMCC
STEM curriculum and identify changes necessary to provide students with
knowledge and skills necessary to continue their education at four-year
institutions or enter STEM-related careers that meet the needs of the
communities that BMCC serves. Institutions and agencies that participated
in this project were Lake Superior State University, Ferris State University,
Michigan State University, and Michigan Works.
New Grants or External Funding: BCC received an AICF-Lilly Foundation
grant this past year of $450,000 over five years to work on professional
development and cultural programs. The grant will allow BCC to fund
faculty and staff seeking master’s and doctoral degrees in subjects vital to
development of bachelor’s degree programs in elementary education and
business. The grant also funds efforts to maintain and promote the Blackfeet
language through community programming and immersion camps.
Partnerships/Collaborations: BCC serves as the lead institution in a very
exciting research partnership with Auburn University, Alabama A & M,
and USDA-ARS. The project seeks to identify a potential mechanism to
mediate the anti-diabetic properties of the serviceberry. The project has been
successful and may lead to a patent for an anti-diabetic dietary supplement.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Section XIV. New Grants or External Funding, and Partnerships/Collaborations
American
Indian in
Measures
Success
for Success
Higher for
Education
BCC also partners with Experience Works to establish an Elders program on
campus. Experience Works pays Elders to work at BCC in areas identified by
the college. BCC has had up to nine Elders in the program for the past year.
They are a valuable cultural resource for faculty, staff, and students. The Elders
attend courses and provide cultural information during lessons, help out with
ceremonial events, and assist students as one-on-one tutors and resources for
their Blackfeet studies and language courses.
New Grants or External Funding:
• IMLS library enhancement to enhance library services for CCCC students
and the Spirit Lake community
year. Topics of each lesson are developed and presented collaboratively by
faculty from NDSU and all other North Dakota Tribal Colleges. Students solve
higher level thinking skills, risk taking, brainstorming, divergent thinking,
• The Woksape Oyate grant is directed at building intellectual capital,
defined by Chief Dull Knife College as enhancing the collective knowledge,
experience, and capacity of its staff to acquire, integrate, and promote
sustainability of the Northern Cheyenne history and language.
• AIHEC/NASA math and science enhancement
• Carl Perkins vocational rehabilitation for the development of two new career
and technical education fields—medical assistant and finish carpentry
• AICF Woksape Oyate: Wisdom of the People initiative to strengthen the
Indian studies and Tribal administration programs
• HUD/TCUP construction to build an agriculture/natural resources
classroom
Partnerships/Collaborations: The Diabetes Education in Tribal Schools
(DETS) grant, funded through the National Institutes of Health (NIH) and the
National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK),
is a partnership between the college and the local public schools. During
this seven-year project, CCCC and seven other Tribal institutions of higher
education, will final test a K-12 curriculum addressing the serious threat
diabetes poses to the Native American population. CCCC was charged with
writing the health education unit for grades 9-12. Teachers from the two
reservation high schools are involved in the development of the curriculum.
At the end of the project, the National Institutes of Health will disseminate a
national curriculum on diabetes education and prevention to all Tribal schools.
• The state of Montana provided the Governor’s grant to each Tribal College
in the state to provide for equipment upgrades and to research and write
each Tribe’s history from the Tribal perspective. The college was able to
acquire an upgraded copier for its main office and shelving and printers for
both the library and culture center and fund two Tribal researcher positions.
Partnerships/Collaborations:
• The college is involved with Bridges programs at both Montana State
University and the University of Montana in the subject of science, allowing
CDKC students to be involved in internship experiences during the summer
months at those campuses.
• The AIHI partnership with Pennsylvania State University and the University
of Wisconsin is directed at student learning in sustainable building
technology. Students from the two campuses along with CDKC students
are involved in green-build technology projects each summer, and the
experience allows both an opportunity for cultural exchange.
New Grants or External Funding: During AY 2006-2007, CMN strategically
advanced and enhanced its programs with grants from the Department of
Education, Department of Defense, USDA (CSREES, Rural Development,
and Forest Service), National Science Foundation, Department of Health
and Human Services, State of Wisconsin, as well as numerous foundations
including First Nations Development Institute, Ford Foundation, and the
Indian Land Tenure Foundation.
• University of Minnesota - Collaborating to form a three-year preengineering program to prepare students for the University of Minnesota
Engineering program.
• Salish Kootenai College - NSF collaboration grant - To develop sustainable
curriculum in chemistry, biology, hydrology, botany, and soils.
• Training All Teachers - MISD, MTS, UWO, Marian College, and Wisconsin
Department of Public Instruction.
• Wisconsin Technical System Grant - special population, program
enhancement, and Learn and Earn.
• Youth Options - MISD, Shawano Community School District, Oneida Nation
Schools, Green Bay High Schools, De Pere High School, and Oneida Youth
Education Services.
New Grants:
• INBRE (collaboration with Health Science Center – Oklahoma) - STEM
• EPSCoR (collaboration with Oklahoma) – STEM
• Department of Labor Bridges grant – work force development
• University of Wisconsin, Madison - WiscAmp Grant - To develop shared
research projects to promote enrollment in via the STEM majors Youth
Empowerment Project.
• Collaboration with Menominee Indian School District, Menominee Tribal
School, Menominee Tribal Clinic, Menominee Youth, Maehnoweekiyah
AODA treatment facility, Department of Labor, the nursing initiative at
the Stockbridge-Munsee Tribal Clinic, Oneida Tribal Clinic, Menominee
Tribal Clinic, Shawano Hospital, Bellin College of Nursing, University of
Wisconsin Oshkosh nursing program, University of Wisconsin Green Bay
nursing program, Northcentral Technical College, Northwest Technical
College, State of Wisconsin Department of Regulation and Licensing Board
of Nursing, Salish Kootenai College, Comanche Nation College, Turtle
Mountain Community College.
• Title III - Elementary Education Baccalaureate - Wisconsin Department of
Public Instruction, National Council on Teacher Education, Turtle Mountain
Community College, University of Wisconsin Oshkosh, surrounding school
districts, NSF Parent Academy - Oneida Nation Schools, Menominee Indian
School District, Menominee Tribal School, Gresham School District, and
Bowler School District.
• Head Start Grant - Menominee Early Childhood Services, Menominee Head
Start and daycare.
• Center Medicare Services (CMS) – medical coding and transcription
Library Grant
Partnerships/Collaborations: Comanche Nation College currently has two
collaboration grants, INBRE and EPSCoR, through Oklahoma’s Health Science
Center for undergraduate education in STEM programs and undergraduate
research initiatives. It has two MOUs for transfer of credits with Cameron
University and Texas Tech University.
Diné College
• The New Mexico Higher Education Department awarded the college
$128,299 to provide instruction in English as a second language, adult basic
education, and general education development preparation. The college
enrolled 210 students into the adult education program and provided
services in five communities on the Navajo Nation.
• Securing of $1.6 million from the Navajo Nation Fuel Excise Tax (FET)
allows for the college to refurbish aging roads that lead to the Tsaile facultystaff area.
• Signing of Senate Bill 1133 with state of Arizona – While establishing a
new compact for another Arizona Tribal college with Arizona, this bill
allows for the extension of the original compact that the Navajo Nation
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Significant new awards included a Department of Education Title III
Construction grant to build an academic library facility on the CMN main
campus. CMN also received a Department of Labor Community-Based Job
Training grant to build CMN’s capacity to develop and implement a bridge
nursing program to increase the number of Native American nurses in the
workforce. Lastly, CMN’s Extension Department received a Department of
Health & Human Services Youth Empowerment Program grant to coordinate a
high-risk middle school youth program aimed at empowering youth.
American
Indian in
Measures
Success
for Success
Higher for
Education
signed with Arizona to distribute $1.75 million to Diné College for facilities,
infrastructure, and technology development.
• Signing of memorandum of understanding with the state of New Mexico
– A partnership agreement which allows for student data sharing,
articulation and transfer of Diné College courses to New Mexico colleges and
universities, as well as distribution of New Mexico funds for Diné College
needs was achieved. In respecting the sovereignty of the Navajo Nation
and the unique status of Tribal Colleges, a memorandum of understanding
also created a bridge for faculty and staff to discuss important services and
programs that benefit students as they continue their academic endeavors
in the state of New Mexico.
• Partnership with ASU for B.A. and master’s programs for teacher education
and educational administration
• The University of Arizona - Navajo NARCH (Native American Research
Center for Health). Collaboration in instruction for the Summer Research
Enhancement Program. Each summer since 2000, Diné College has
conducted a ten-week public health research methods training program for
Native American students, focusing on diabetes.
• Navajo Division of Health - Navajo NARCH (Native American Research
Center for Health). This major activity was implemented during the 1960s
and 1970s up until 1981, when funding came to an end. Through support
by the Navajo Nation NARCH (Native American Research Center for Health)
program and this NCI project, the NEME Project has been resurrected,
involving the same primary investigators who were conducting the project
until it was suspended a quarter of a century ago. The completed work is
projected to consist of 10 volumes, each between 500 and 700 pages of
Navajo texts (with English translations, summaries and guides) codifying
traditional Navajo healing philosophy, knowledge, and practices.
• Navajo Nation Human Research Review Board - Community Health
Representative (CHRs) MOA for credit instruction in public health Navajo
Epi-Center
• Mayo Clinic - Partnership grant from National Cancer Institute
• Diné College has had a partnership with University of Arizona and a
researcher from the plant science department for three years. This
partnership results in the summer research program which has run for the
past three summers.
• Minnesota Job Skills Partnership grant of $45,350: The purpose of this
grant is to train nursing students in obstetric patient care and RNAs in basic
patient care.
• Department of Education SSS program: This annual grant funds three
counseling positions and two academic tutors for first generation and low
income students.
Partnerships Collaborations:
• Carl Perkins Consortium: Cloquet Memorial Hospital partnership with
area high schools (Barnum, Cloquet, Cromwell-Wright, Moose Lake-Willow
River, Wrenshall, McGregor) to offer high school students education in
health science programs for RNA, emergency first responder, and medical
terminology
• Career Explorations Electric Utilities program, partnership with Minnesota
Power
• Nursing partnership with Cloquet Memorial Hospital and Mercy Hospital
• Law Enforcement Explorer program for students grades 8-12, partnership
with Fond du Lac police, Carlton City, and Cloquet PD with College of St.
Scholastica offering a Bachelor of Science in Human Service at FDLTCC
campus North East Minnesota Homeland Security and Public Safety Center
FDLTCC and Lake Superior College
• Tribal Colleges Research Grants Program (USDA): a two-year project to
conduct agricultural research on forage crop and specialty crop production
on the Fort Belknap Indian Reservation.
• Native Language Revitalization Program (ANA): a three-year project to
strengthen and expand instruction at the college’s White Clay (Gros Ventre)
Language Immersion School.
• Tribal Colleges Initiative, Community Facilities Grants Program (USDARural Development): a one-year project to design and construct a
playground facility for the White Clay Language Immersion School.
animal identification and will focus research on technologies available in the
U.S., Canada, the European Union, and Japan. The FPCC/ MSU outreach
extension program works with the Indian Farmers and Ranchers Group of
about 90 ranchers. Programs such as ANLSAMP and EPSCOR (National
Science Foundation) and the Department of Energy provide internships
for students in research and study. Currently FPCC students and staff are
researching water quality in regional rivers and creeks.
Ilisagvik College
• Woksape Oyate: Wisdom of the People Initiative (American Indian College
Fund/Lilly Endowment): a five-year project to strengthen the college’s
outreach, recruitment, and professional development efforts.
New Grants or External Funding: Ilisagvik College received the following:
• USDA $50,000 9/1/06-8/31/07
• NPRA/Allied Health $274,659 7/1/06-6/30/08
Partnerships / Collaborations: An academic partnership has been established
with the Hays/Lodgepole High School, which is located on the southern end of
the Fort Belknap Reservation. The high school allows its students classified as
seniors to enter college-level courses here during the spring semester of high
school. They are admitted under the Special Admission Policy for currently
enrolled high school students. The high school students are allowed to take six
credits and are normally placed in general education requirement classes, e.g.,
Introduction to Computers, Public Speaking. Eighty percent of these students
then return to Fort Belknap College in the fall semester and enroll as full-time
degree seeking students after they have graduated from high school.
New Grants or External Funding: The U.S. Department of Education
awarded FPCC a National Career and Technical Education Program grant
(NACTEP) in October of this year to provide funds to enhance existing
vocational programs and also initiate new training opportunities. Grants
were received from HUD TCUP and the USDA RD for the construction of two
dormitories that will also be used to house vocational training students on a
short-term basis.
Partnerships/Collaborations: FPCC also has cooperative programs with
school districts and other colleges and universities. Students in education, for
example, enroll in classes provided by Rocky Mountain College via VisionNet
delivered to the FPCC campus. Montana State University-Northern provides
distance learning to FPCC business technology students. FPCC has more
than eight academic and research partnerships and collaborations. FPCC
and Montana State University-Bozeman have several collaborative research
projects in farming and ranching, such as biodiesel research on biomass energy
production and beef marketing research. The MT WIRED project includes
• Department of Education Title III $378,408 10/1/06-9/30/07
• NSB/ECHO $155,000 10/1/06-9/30/07
Partnership with BASC, NSB DWM, and NSB ECHO grant:
The college collaborates with NSB Department of Wildlife Management,
Barrow Arctic Science Consortium, and the North Slope Borough to offer a
trial course in whale genetics and short, one-day workshops. BASC provides
support and helps to administer grant funds received from NSB under the
ECHO grant. The grant makes supplies and travel funds available. Students
use supplies in the classes for research-type experiences with current genetic
technologies. Travel funds will be used to take the workshops to villages on
the North Slope in order to expose more residents to this ongoing research,
to explain the connection between science research on local whales and the
importance of the research to the community, and to encourage enrollment
at Ilisagvik College. NSB DWM provides access to tissues from subsistencecaught whales and other animals to be used in the genetics studies. The
program mirrors the work that the DWM contracts out to genetics labs around
the country and will hopefully interest North Slope residents in becoming
wildlife biologists or research scientists.
Partnership with NSB Health Department and ASNA/SSMH:
Ilisagvik College works with the North Slope Borough Health Department
and Arctic Slope Native Association to better meet the health care needs of
the people of the North Slope and the employment needs of the health care
entities. The Allied Health Advisory Committee, consisting of members from
all parties, meets at least annually to review programs and changing needs of
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
• Native American Career and Technical Education Program (U.S. Department
of Education): a five-year project to provide career and technical training
in the fields of allied health, computer technology, natural resources
management, carpentry, and Tribal management.
American
Indian in
Measures
Success
for Success
Higher for
Education
employers in developing the allied health program at Ilisagvik College.
With funding from the Indian Health Service, ASNA has started a construction
project for a new hospital to replace Samuel Simmonds Memorial Hospital
in Barrow. The new facility will at least double the staffing needs. The aim of
the allied health program is to prepare residents of the North Slope for direct
employment or transfer to paraprofessional and professional programs at
other institutions. Programs currently in place include the medical coding
certificate program, allied health certificate program, and an A.S. in Allied
Health. The college is revising the dental assistant trainee program for
possible expansion, and it is exploring a nursing program partnership. This
year, a behavioral health certificate program was instituted in response to the
NSB health department’s need for counseling technicians.
Funding for this program comes through the NSB from NPR-A grants. This
funding supports an allied health coordinator, adjunct faculty for the increase
in allied health course offerings, and an allied health summer camp.
New Grants or External Funding: The Institute received $5 million from
the W.K. Kellogg Foundation toward construction of the Center for Lifelong
Education conference facility.
New Mexico Governor Bill Richardson and by state legislators appropriated
$400,000 for IAIA during the 2007 New Mexico legislative session.
Partnerships/Collaborations: The Summer Television and Film Workshop, in
partnership with ABC-Disney, completed its third program in the summer of
2007. The American Indian National Center for Television and Film is a new
partnership involving collaboration with ABC-Disney, NBC, and Fox Network.
IAIA signed a memorandum of understanding with ABC-Disney, NBC, and Fox
Network to launch the American Indian National Center for Television and
Film. The new collaboration hopes to increase the number of Native American
professionals in the industry, contributing ultimately to the Institute’s goal of
telling the Native American story.
The Institute signed a memorandum of understanding with the New Mexico
Higher Education Department (NMHED) to strengthen collaboration between
the Tribal colleges and NMHED and the institute’s involvement in statewide
initiatives, such as dual enrollment for high school students. In addition, the
MOU should enhance IAIA’s advocacy for state funding for postsecondary
education of New Mexico’s Native students. IAIA has a memorandum of
understanding with Santa Fe Community College.
New Grants or External Funding: A continuation grant was received to offer
machine tool technology courses. Students participated in blueprint reading,
basic math, and OSHA certification. Students received on-the-job training in
local industry to transition them into the workplace.
Partnerships/Collaborations: Two KBOCC students participated in the
six-week Michigan Colleges and Universities (MICUP) Unlock Your Future
program. Andrea McMahon served as an intern with the MICUP office under
the supervision of Lori Muhlig, associate program director. Cory Fountaine
worked under the direction of Susan Kilpela in the art department.
In collaboration with the L’Anse Area Schools, KBOCC offered classes
in welding technology. Instructor Jim Bertagnoli provided hands-on
instruction, and students earned a certificate of training after completing 100
hours of instruction. With a grant from USDA Rural Development, plans are
underway to purchase new equipment for industrial manufacturing, including
computers and Mastercam software programs.
New Grants or External Funding: LCOOCC’s Title III grant funded the
development officer position that was filled during the 2006-2007 year. The
development officer has prepared a development plan for 2007-2008 and has
actively sought donations. Because the college receives no casino monies,
it has long needed to establish a means for planned development and fund
raising.
Partnerships/Collaborations: The work-based learning program has expanded
and is placing student interns into more paraprofessional positions, not only
on the reservation, but in the surrounding areas as well.
New Grants or External Funding: Eighteen proposals totaling $3,175,041
submitted to 14 agencies resulted in 15 awards totaling $1,795,467 from nine
agencies. LLTC received $365,857 in two awards from the U.S. Department
of Agriculture for construction of the new vocational building and classroom,
maintenance, and security equipment. The college received $100,000 from
the Northwest Minnesota Initiative Foundation for construction of the new
vocational building and $121,468 from Minnesota State Job Skills Partnership
grant program to develop and provide security training curricula to Leech
Lake Band of Ojibwe Northern Lights Casino security personnel. The college
received new funding in the amount of $88,504 from NASA for two awards,
• Partnership with Northwest Technical College to provide lab classroom
space for electrical studies students
• Partnership with Bemidji State University for joint sponsorship of the
Spring Ojibwe Art Show
• State jobs training grant (Minnesota State Job Skills Partnership) awarded
to LLTC to partner with Northern Lights Casino for provision of security
training
• Articulation agreement with Bacone University in Oklahoma
• Articulation agreement with the University of Nebraska – Lincoln (Teacher’s
Grant)
New Grants or External Funding: The college obtained grants from the
Department of Defense for instrumentation, a Dakota ANA grant for
planning, and an Omaha ANA grant for implementation.
Partnerships/Collaborations: The college currently has strong extension
connections with the University of Nebraska Lincoln. NICC is working to
begin offering four-year degrees at the college through Bellevue University.
• Other partnerships with a law enforcement program to provide training on
campus (e.g., GREAT training)
• Partnership with Red Lake Housing Authority to construct two 964 sq. ft.
houses
New Grants or External Funding: In the 2006-2007, the college was awarded
a Department of Defense grant for chemistry laboratory equipment for the
science department. Currently, the equipment has been ordered but has not
yet been used.
• Montana State University-Bozeman, Bozeman, MT: LBHC has an ongoing
partnership with MSU in a number of areas. The INBRE grant partnership
is for testing water quality. Another partnership is in agriculture for
conducting collaborative seminars on beef production.
• Rocky Mountain College, Billings, MT: Collaborative partnerships are
ongoing in environmental science courses. Some courses are on-site, and
others are delivered via a two-way VisionNet.
New Grants or External Funding: National Science Foundation’s Tribal
College Undergraduate Program (TCUP) Award
New Grants or External Funding: NWIC received several contributions to its
capital campaign for the development of the new permanent campus at the
Lummi site and for development of a classroom and office facility at one of the
extended campuses. These contributions include public and private sources,
with significant assistance from the Bill and Melinda Gates Foundation,
Trillium Corporation, the Paul Allen Family Foundation, Twenty-Nine Palms
Band of Mission Indians, and the Lummi Indian Business Council. NWIC
received funding for the development of four-year programming and capacity
building to become a four-year granting institution from several sources. The
college received a five-year Department of Education Title III grant for capacity
building as a four-year granting institution and a United States Department
of Agriculture education equity grant specifically to develop the Bachelor of
Science in Native Environmental Science.
Partnerships/Collaborations: NWIC’s most productive and valuable
partnerships lie with the Tribal communities served by extended campus
sites. Tribes contribute significant support to personnel, facilities, and
student resources. At several of those locations, NWIC collaborates with other
community colleges and universities to deliver academic services. Extension
and outreach services include plant and nutritional programming, financial
literacy, and workforce training. NWIC has partnerships and memoranda
of understanding with the Northwest Fisheries Science Center, University
of British Columbia Fisheries Centre, Friday Harbor, and University of
Washington. These partnerships focus on the development of marine
science education and research for Native students. These partnerships are
often based in shared land grant vision. Partnerships with the University of
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
one for computer lab equipment and one for an internship. LLTC also received
a grant in the form of a fee waiver grant for $30,000 from Foundations of
Excellence to expand and improve upon programs for first-year students at
LLTC.
American
Indian in
Measures
Success
for Success
Higher for
Education
Washington also extend to the health fields and the introduction of students
to health professions through participation in internships and conferences.
NWIC continues to partner with Western Washington University and three
western Washington community colleges in year five of the North Cascades
and Olympic Science Partnership. Faculty from the partner institutions
co-developed a year-long inquiry-based science curriculum for pre-service
teachers (and other students). This curriculum is offered at the five partner
institutions.
New Grants or External Funding: A service learning project was established
at the college through a three-year $570,000 Service Learning Corporation
of America grant. Mini-grants of up to $2,000 are available to faculty for
classes that integrate a community service component, allowing for student
community involvement collaborations and classroom reflection. Grants for
construction of physical infrastructure included $600,000 of HUD funds for
the expansion of the He Sapa instructional classroom building in Rapid City.
Six new classrooms and an expanded student lounge were completed this year.
Other construction earmarks for the Piya Wiconi administrative complex
were paving and a water line extension. A $100,000 State of South Dakota
vocational education grant for students to construct kit homes for resale in
the community marks the first major investment by the state in the college’s
on-reservation vocational and economic development programs. OLC secured
a second $77,900 grant for construction equipment in this successful ongoing
relationship.
Partnerships/Collaborations: OLC reached collaborative agreements with the
South Dakota Schools of Mines and Technology in science, engineering, and
mathematics (SEM). The college also established articulation agreements and
arrangements with the South Dakota regent institutions for the transfer of
academic credits and degrees.
New Grants or External Funding: SCTC received three outside grants in
2006-2007. The VanVlack Charitable Trust Endowment Fund awarded the
college $2,500 to purchase one projector and replacement bulbs, used by
faculty for course instruction in math, science, and several of the humanities
courses. The college also received a Sam’s Club community grant that allowed
students in the archaeoastronomy class to visit the Cahokia Mounds National
Historic Site in Collinsville, Illinois. Upon returning, the students presented
information about the mounds at the Assessment Fair held in April of 2007.
During the past year, SCTC received a four-year Equity Grant from the
USDA. This grant will continue to further develop the science curriculum and
laboratory project. It should also be noted that the grant was authored by
Cheryl Calhoun, science faculty, and received the highest score of all USDA
grants submitted in that cycle. SCTC is very proud of this accomplishment.
Partnerships/Collaborations: The college does not currently participate in
academic or research partnerships/collaborations with other institutions or
other entities. However, informally, faculty have worked with faculty from
other higher education institutions in the area, such as Alma College and
Central Michigan University.
New Grants or External Funding: SKC was awarded new grants for projects
beginning in 2006 to fund:
• A bachelor’s degree program in early childhood education
• Continuation of work to complete the Health Education Center
• Curriculum development in bioscience fields to facilitate transfer of SKC
two-year associate of science degree students to four-year institutions, and
for student internships
• Improvement of Flathead Reservation High School earth science education
• Digitization of materials from D’Arcy McNickle Library documents in the
special collection of Confederated Salish and Kootenai Tribal collection,
including the Char-Koosta, the Tribal newspaper, from 1956 through 1988
• A health education grant to prepare personnel to provide fitness and
nutritional classes in reservation communities to promote healthy choices
and wellness
• A digital infrastructure at the origination site of the SKC-TV station in Pablo
• A Language Institute grant for the preservation of the Salish language
SKC has also received a number of grants over the past couple of years from
the Department of Housing and Urban Development for campus expansion
and infrastructure improvements.
The SKC ABE director provided professional training to CSKT Natural Resource
and National Bison Range employees in support of a collaborative agreement
between the CSKT Tribes and the National Fish and Wildlife Services.
The SKC Extension Program also partnered with nine other Tribal Colleges to
conduct a national water quality facilitation project to increase Tribal College
participation with USDA and land grant programs in the national land grant
community.
The SKC Natural Resources Department engaged in a collaborative research
project with the University of Montana’s Flathead Lake Biological Station
to conduct and complete a floodplain study. The collaborative partners
are seeking funding to conduct a study on mayflies and to supplement
instrumentation at the biological station.
The SKC Natural Resources Department also initiated the first stage of a
partnership with the College of Menominee Nation on a project titled “Science
of Sustainability Through Instructional Technology Transfer.”
The SKC Environmental and Analytical Laboratory in collaboration with
the University of Montana’s Center for Environmental Health Science is
developing a Native science curriculum for K-12 schools on the Flathead
Reservation. The individual lesson plans are based on work by SKC’s
Indigenous Math & Science Institute (IMSI) and Rural Systemic Initiative
(RSI) programs for a place-based relevant curriculum. The Indigenous
Mobile Environmental Health Program (IMEHP) is designed to stimulate
and encourage students to enter health and other science careers to improve
workforce diversity in coming years.
Salish Kootenai College’s new Department of Biological and Chemical Sciences
has established a collaborative working relationship with the University of
Montana’s Division of Biological Science and Chemistry Department, to
provide undergraduate SKC students with advanced courses in chemistry,
including Introduction to Physical Biochemistry and Introduction to
Fluorescent Spectroscopy.
Salish Kootenai College’s Molecular Biology and Biochemistry Research
Laboratory (MBL) has established a collaborative relationship with private
industry, namely SensoPath, Inc. (Bozeman, MT), a biochemical company, to
provide research internships for SKC undergraduates.
New Grants or External Funding: SGU received the following:
• Five-year grant from the W.K. Kellogg Foundation for rural development;
• NACTEP (Native American Career & Technical Education Program) five-year
grant;
• Five-year Title III development grant;
• American Indian College Fund five-year Woksape Oyate grant for
professional development and creating a center for teaching excellence; and
• Contract with the U.S. Army Corps of Engineers to conduct a vegetation
(wakota) survey of American Indian/Lakota cultural, spiritual, and
ceremonial flora on lands bounding the Missouri River; to compile a list of
the flora and provide information on the cultural, spiritual, and ceremonial
significance for the tribal people who presently live along Lake Sharpe and
Lake Francis Case areas; and to determine the human impacts affecting the
aforementioned flora.
Partnerships/Collaborations: SGU is a partner in the state of South
Dakota’s EPSCOR program (Experimental Program to Stimulate Competitive
Research). The university collaborates with other South Dakota colleges and
universities to enhance science and technology initiatives that will benefit all
citizens of the state. SGU has also partnered with the Rosebud Sioux Tribe
and Radiance Technologies, Inc. in a major research and design initiative
focused on circuit board integration, automated integration, and advanced
automated soldering—all supporting advanced electronics. Students are
currently in a training program that will lead to degrees in electronics and
higher end jobs in the electronics field. The partnership will eventually move
SGU into development of engineering degrees. SGU has partnerships with
NASA and USGS in the field of GIS applications to Tribal land management.
Other partnerships with Tribal Colleges help support the delivery of advanced
degrees in education to Tribal students in other states and in Canada.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
Partnerships Collaboration: The SKC Extension Program partnered with
Montana State University-Bozeman (Land Resources Department) to conduct
water quality education and range reseeding research.
American
Indian in
Measures
Success
for Success
Higher for
Education
Stone Child College
New Grants or External Funding: The college received an AICF Woksape
Oyate grant to develop a bachelor’s degree program in education. A HRSA
grant will provide for an R.N. program in the nursing department. A green
campus grant from USDA will be used to purchase wind turbines, convert from
propane to electrical HVAC systems, insulate the building, and install new,
more energy efficient doors and windows. SWC also received an Agricultural
and Food Education program grant to develop outdoor classrooms and to
plant traditional plants and trees for use in healthy diets.
New Grants or External Funding: SCC received $6,256,183 in new grants
for the next one to five years. It consisted of 12 grants (some new and some
that expired) funded at Stone Child College. In addition, the Tribe has gone
on record to approve an additional $250,000 (above the BIA annual funding
agreement) in higher education scholarship funds for Chippewa Cree Tribal
members, no matter where they go to college. SCC administers this funding
on behalf of the Tribe.
Partnerships/Collaborations: SWC partners with Mount Marty College to
offer a bachelor’s degree program in business administration with an emphasis
in Tribal government. SWC also partners with the University of South Dakota
for a BRIN program.
New Grants or External Funding: Sitting Bull College was awarded $1.5
million from the U.S. Department of Education, Title III, for construction of
a student support center. Sitting Bull College was awarded $724,000 grant
from the USDA Rural Development Office of North Dakota. Clare Carlson,
state director for the USDA, presented the check to college president, Dr.
Laurel Vermillion and tribal chairman, Ron His Horse is Thunder, during the
dedication of the science and technology center and family support center held
September 21, 2006.
Partnerships/Collaborations: Tropical environmental research began in
summer 2005 and continued through summer 2007 in Costa Rica. This
program increases the interest in and recruitment of students to the STEM
programs and provides exceptional training in research. Students are exposed
to a variety of new experiences, such as traveling on a plane, going outside
of the contiguous United States, experiencing tropical climates, learning
about a new culture, and conducting true fieldwork (e.g., adverse weather
conditions, long hours, and insects). Four students attended the Tropical
Ecology Research Experience trip. The students conducted research projects
on a variety of flora and fauna and worked closely with researchers from
other universities and local environmentalists. Sitting Bull College continues
its articulation agreements with Sinte Gleska University and Oglala Lakota
College to offer a bachelor of science degree in environmental science.
Partnerships/Collaborations: Stone Child College partnered with University
of Montana on research about food and nutrition on the reservation. The first
year was completed and SCC began its second year of funding. MSU-Bozeman
has given SCC an EPSCOR grant to assist with the science department. SCC
partnered with Miles Community College for a biofuels program. The college
has been working with University of Montana College of Technology for a twoyear energy degree.
New Grants or External Funding: TOCC received three Department of
Education Office of Indian Education professional development grants. These
grants will provide professional development opportunities for American
Indian junior-level students to obtain bachelor’s degrees in education from
the University Of Arizona’s College of Education. These grants will support
students in the professional subjects of regular classroom teaching (K-12),
special education (K-12), and school administration (principalships).
Partnerships/Collaborations: TOCC is currently developing a relationship
with the University of Arizona Cancer Center, College of Public Health, College
Agriculture and Life Sciences, College Education, College of Medicine (Family
and Community Health), College of Engineering, American Indian studies
department, Eller College of Business, and College of Fine Arts, as well as the
Arizona State Museum.
TOCC has approached Northern Arizona University for assistance and
expertise in distance education. TOCC has signed MOUs with Arizona State
University College of Engineering, College of Nursing (American Indian nurse
preparation program), and College of Education.
New Grants or External Funding: TMCC received the following significant
new grants in 2006-07:
• TMCC received three federal grants totaling $2,298,000 to help fund the
construction of a 14,000 sq. ft. career and technical education facility. The
building will be the first of its kind and will house most of the career and
technical education programs at TMCC. This facility was added to the
strategic plan in January 2006, and it has become a reality for TMCC in
under two years. The first of three phases will be completed in December
2007 and will house the construction technology, heating, ventilation,
and air conditioning programs. This facility will allow TMCC students
to construct affordable (energy efficient) homes for local families. The
college will team with local and state agencies, such as the Turtle Mountain
Housing Authority, Pathways to Prosperity (a Tribal initiative), ND-HUD,
USDA, and others, to design, develop, and finance these homes. On the
Turtle Mountain Indian Reservation, there is a need for more than 500 new
homes, and TMCC can play an active and ongoing roll to meet the housing
needs. The construction of this facility allows our students to move into a
state-of-the art facility from the current small and very outdated facility.
• TMCC received a five-year DOE Title III grant for institutional development,
including an assessment of several major components of the college, e.g.,
academics, student services, career and technical education, Anishinaabe
wellness, and the cultural and education center. In addition, this grant
will provide resources to the L.P.N. program, criminal justice program, and
residential electrical and heating/ventilation/air conditioning components
of the construction technology program.
• TMCC received and applied a USDA Improving Family Health through
Gardening grant to supports youth leadership development through youth
led gardening activities. This has proven a popular activity within the Land
Grant program of activities at TMCC.
able to apply for a larger, long-term project for cancer research on the Turtle
Mountain Indian Reservation. Students will be involved in this research.
• TMCC has partnered with the University of North Dakota for a INBRE
(IDeA Network of Biomedical Research Excellence) project on genetic
polymorphisms and preeclampsia (PE). Preeclampsia is a condition that
begins sometime after the 20th week of pregnancy. This research will
focus on how genes work with other factors to increase the risk of PE by
comparing the DNA in blood cells from mothers with PE and mothers
without PE. Results of this research may help scientists develop future
treatments or tests for this condition.
• Dr. Scott Hanson, along with TMCC students, conducts mosquito research
in northern North Dakota on and near the Turtle Mountain Indian
Reservation. This research project is in collaboration with the University
of Illinois’ Natural History Survey which tests the captured mosquitoes for
West Nile virus.
• TMCC partners with North Dakota View (affiliated with the North Dakota
Association of Tribal Colleges), which is led by University of North Dakota.
Students conduct remote sensing data collection and other research with
GIS-GPS.
• A minority science improvement grant supports the development and
implementation of a four-year computer science degree program at TMCC.
TMCC is working with Valley City State University (VCSU) to design the
curriculum, and ultimately, VCSU will be able to use this curriculum to
implement in its own institution.
• TMCC is collaborating with Minot State University to develop a criminal
justice degree program.
Partnerships/Collaborations: TMCC participated to the following research
activities and research/academic partnerships and collaborations during this
reporting period:
• TMCC has been working with Mayo Clinic, Rochester, MN, to establish an
official partnership in cancer research. This initiative is part of the Spirit
of EAGLES, a Mayo Cancer Center project funded by the National Cancer
Institute, under the directorship of Dr. Kaur. TMCC has submitted for a
grant to conduct preliminary activities in cancer research and will later be
New Grants or External Funding: A grant from the U.S. Department of
Education will enhance the distance education programs at UTTC. The fiveyear, $2.4 million award has helped UTTC create a new center of educational
outreach devoted to expanding access to postsecondary education. UTTC
currently has five online degree programs available and is the nation’s only
Tribal College accredited with online degree programs. The new center will
become part of the college’s distance and continuing education division.
AIHEC-AIMS
Fact2005
Book 2007
AIMS Fact Book
American
Indian in
Measures
Success
for Success
Higher for
Education
Partnerships/Collaborations: Six new UTTC Principal Leadership for
American Indians in Native Schools (UT-PLAINS) graduate students are
working at UND in the educational leadership master’s and specialist
programs. The college received a grant from the U.S. Department of
Education’s Office of Indian Education to increase the number of Indian
elementary, middle school, and secondary principals. Cohort I has completed
its first year on campus and its induction year, while Cohort II just completed
its first year and will begin its induction year.
UTTC collaborated with two environmental organizations – Honor the
Earth (Minneapolis, MN) and Trees, Water and People (Fort Collins, CO)
– to install solar heating panels in some of the college’s family housing units.
The demonstration project involved the college tribal environmental science
program and the construction technology program. UTTC anticipates that the
use of this renewable energy source will produce a minimum monthly savings
of 25 percent on heating costs.
United Tribes Technical College and Minot State University signed a threeyear memorandum of agreement to formalize an educational partnership
between the two colleges. Under the agreement, the two institutions agree to
work toward a “two-plus-two” collaboration model, meaning courses students
complete at UTTC will be accepted by Minot State University and will apply
toward a four-year degree. Additional initiatives in the agreement include
exploring other academic program collaborations; sharing existing facilities
and resources as host institutions; sharing information and invitation to
relevant projects, programs, and activities; promoting service learning and
civic engagement; joint seeking of external resources; and enhancing Native
American studies programs.
Students at Theodore Jamerson Elementary School (TJES) received 25
new bikes and helmets as part of a new program called Eat Right and
Ride. The program was developed by the college’s USDA extension land
grant department and funded by a $10,000 grant from the General Mills
Foundation. Eat Right and Ride promotes fitness and nutrition to the children
of United Tribes Technical College students who attend TJES in kindergarten
through 8th grade.
Partnerships/Collaborations: White Earth Tribal and Community College
has partnered with a number of other regional institutions, the American
Indian Higher Education Consortium (AIHEC), and the United States
Geological Service (USGS). Faculty and staff of WETCC initiated some of these
partnerships. Others were solicited by other agencies. The college actively
encourages the development of educational partnerships. One of the primary
responsibilities of the grant writer is to research opportunities and work with
the appropriate faculty and/or staff to develop the most promising of these.
Examples of past and current activities include:
• A collaboration with the University of North Dakota (UND), Indians into
Geosciences (INGEOS), provided opportunities for WETCC students to
use the field and laboratory resources of UND to explore careers in the
geosciences.
• A number of collaborations with the University of Minnesota Extension
Service including:
1) An eight-year collaboration on a math and science summer school offered
on the reservation each year
2) A project supported by the Minnesota Campus Compact to address local
foods issues and nutrition education in local school
3) An annual conference on the reservation dealing with childhood nutrition
and health
4) An ecotourism-based economic development project that also includes
the White Earth Land Recovery Project, Tribal and local governments,
and businesses
• An Indigenous crops research program focused on hazelnuts with the
University of Minnesota and the Aveda Corporation
• A service project with a local elementary school using the WETCC
greenhouse to raise vegetable seedlings to distribute to local Elders
• A baccalaureate degree in elementary education with the University of
Minnesota, Duluth
New Grants or External Funding: The college has received the following:
Teacher Education grant, National Endowment for Humanities grant, and
Indian Land Tenure grant.
• A nursing program partnership with Northland College, Thief River Falls,
MN

AIHEC AIMS Fact Book 2007 - American Indian Higher Education

Transcription

Similar documents

Gary L. Brandt, Faculty Northwest Indian College, [email protected]

Park Plaza.cdr

NWIC Early Learning Center

- International Undergraduate Research

The Appalachian Indian Voice November, 2014

PCD June 2016 Primary page 7

the membership brochure - the Cultural Council of Indian

Indian Hills 9th Annual Car Show

The Child Begg The Child Begging Mafia in India

1 Week 3 The American World at Contact •Great Plains Droughts